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A  HISTORY 


OF 


EDUCATION  IN  MISSOURI 


THE  ESSENTIAL  FACTS  CONCERNING  THE 

HISTORY  AND  ORGANIZATION  OF 

MISSOURI'S  SCHOOLS 


BY 
CLAUDE  A.  PHILLIPS,  A.  M. 

Professor  of  the  History  and  Philosophy  of  Education 
State  Normal  School,  M'arrensburo,  Mo. 


THE 

HUGH  STEPHENS  PRINTING  CXDMPANY 

JEFFEBSON  CITT,   MO. 


Copj>right,  1911, 
Bv  CLAUDE  A.  PHILLIPS 


To  All  Missouri  Teachers,  Past  and  Present. 


PREFACE. 


This  volume  is  presented  with  the  hope  that  it  may  serve 
to  bring  about  a  better  understanding  and  appreciation  of 
Missouri  Schools.  It  is  also  hoped  that  it  will  help  in  the  solu- 
tion of  our  educational  problems.  It  is  believed  that  teachers 
and  school  officers  may  read  with  some  profit  the  vital  facts 
concerning  the  history,  growth  and  present  organization  of 
our  schools. 

No  effort  has  been  made  to  exliaust  the  subject,  because 
the  author  has  been  interested  in  setting  out  the  essential  facts 
in  the  history  and  organization  of  the  schools  of  the  State, 
consequently  no  effort  has  been  made  to  give  an  elaborate  or 
detailed  treatment  of  the  vast  body  of  material  available. 

The  material  has  been  selected  with  some  care  from  many 
sources ;  the  laws  relating  to  schools,  the  Reports  of  the  State 
Superintendents,  the  files  of  old  ScJiool  Journals,  the  pub- 
lished histories  of  the  various  institutions  in  the  State,  the 
catalogues  of  the  important  Normal  Schools,  Colleges,  etc.,  the 
published  reports  of  City  systems  and  private  letters. 

No  detailed  reference  list  has  been  offered  largely  because 
the  books  would  not  be  available  for  the  general  reader,  and 
the  usual  footnote  has  been  purposely  avoided.  No  statement 
of  serious  import  has  been  made  without  some  documentary 
authority  for  it,  and  the  author  has  quoted  from  the  various 
sources  mentioned  above  with  great  freedom.  Some  repetition 
has  been  unavoidable,  because  of  the  lack  of  system  among  our 


vi  PREFACE. 

schools  which  made  it  necessary  to  present  the  same  material 
in  two  chapters  in  order  that  the  historical  setting  should  be 
preserved. 

Of  course  the  author  claims  no  particular  credit  for  the 
organization  or  material  used  in  the  book  and  he  realizes  fully 
that  there  is  much  room  for  improvement  in  its  organization 
particularly. 

It  was  the  original  purpose  of  the  author  to  present  illus- 
trations covering  the  various  phases  of  Missouri's  schools.  In 
this  he  was  disappointed  in  not  being  able  to  secure  enough 
illustrations  to  represent  the  schools  of  the  State,  consequently 
it  seemed  best  not  to  offer  any  illustrations  at  all.  • 

It  affords  me  pleasure  to  acknowledge  the  help  which  has 
come  from  many  of  my  colleagues  in  the  Faculty  of  the  War- 
rensburg  State  Normal.  Some  of  the  members  of  which  have 
contributed  directly  to  the  book  by  reading  chapters  and  offer- 
ing helpful  criticisms.  Among  those  Avho  have  rendered  this 
service  may  be  mentioned  President  Hawkins,  IMessrs.  "W.  E. 
Morrow,  C.  H.  McClure  and  George  R.  Johnson. 

The  author  is  under  obligations  to  the  Presidents  of  the 
Normal  Schools,  the  Presidents  of  the  institutions  of  the  Col- 
lege Union,  the  Superintendents  of  the  special  schools;  to  Su- 
perintendent James  M.  Greenwood,  Professor  J.  D.  Elliff  and 
Mr.  Frank  Barton  for  courtesies  in  furnishing  material.  I 
desire  to  express  my  appreciation  also  for  the  contribution 
made  by  my  Seminar  in  the  ''Supervision  of  Instruction"  by 
helping  to  collect  material  for  class  purposes  in  our  Summer 
School  in  1910. 

I  am  under  special  obligations  to  the  Hon.  H.  A.  Gass  for 
the  use  of  the  records  of  the  office  of  the  State  Superintendent, 
also  for  the  major  part  of  the  Chapter  on  Teachers'  Associa- 


PREFACE.  vii 

tions.  This  material  had  been  collected  by  him  for  other  pur- 
poses and  some  of  it  has  been  published  before,  however  not 
in  so  complete  a  form  as  is  here  presented. 

My  wife  rendered  valuable  service  in  reading  all  the  Chap- 
ters trying  to  eliminate  the  grosser  errors  in  English. 

Finally,  I  am  under  great  obligations  to  Professor  E,  L, 
Hendricks,  Head  of  the  Department  of  History  in  the  State 
Normal,  for  reading  all  the  proof  and  offering  many  helpful 
criticisms  on  the  manuscript. 

C.  A.  P. 

Warrensburg,  Missouri,  January  2,  1911. 


CONTENTS. 


Page. 

Chapter  I.     Elementary    Schools    1 

1.  Influences  in  the  Formation  of  the  School 
System.  2.  Types  of  Early  Schools.  3.  Legal 
Enactments  in  Territorial  Times.  4.  Provisions 
of  the  Constitution  of  1820.  5.  Early  State 
Efforts.  6.  First  State  Course  of  Study  and 
Text-Books.  7.  Civil  War  Period.  8.  Consti- 
tution of  1865.  9.  Parker  Laws.  10.  Re- 
vision of  1874.  11.  Annual  School  Meeting.  12. 
Monteith's  Characterization  of  School  Progress. 
13.  Constitution  of  1875.  14.  Administration 
of  State  Superintendents,  Shannon,  Coleman, 
Wolfe,  Kirk,  Carrington,  Gass.  15.  School  Fi- 
nances and  Funds.     16.     School  Houses. 

Chapter  II.     Secondary   Schools    49 

1.  Classification  into  Academies,  Seminaries 
and  Higla  Schools.  2.  Influences  in  the  Forma- 
tion of  Each.  3.  Early  High  Schools.  4.  High 
School  Courses.  5.  Growth  of  High  Schools. 
6.     Inspection  of  High  Schools. 

Chapter  III.     Normal    Schools    74 

1.  Agitation  to  Establish  Normals  between 
1842  and  1860.  2.  Civil  War  Period.  3.  Agi- 
tation for  Normals  between  1860  and  1870. 
4.  Private  Normals  Established.  5.  State  Nor- 
mals Established.  6.  Sketches  of  the  Normals, 
Kirksville,  Warrensburg,  Cape  Girardeau, 
Springfield,  Maryville  and  Lincoln  Institute. 

Chapter  IV.     Supervision  of  Schools 123 

1.  State  Board  of  Education.  2.  The  State 
Superintendent.  3.  The  County  Text-Book 
Commission.  4.  County  Superintendent.  5. 
University  and  Normal  Visitation  and  Inspec- 
tion. 

ix 


CONTENTS. 


Page. 

Chapter  V.     Special   Schools    135 

1.  School  for  the  Deaf.  2.  School  for  the 
Blind.  3.  Training  School  for  Boys.  4.  In- 
dustrial Home  for  Girls.  5.  Colony  for  the 
Feeble-Minded  and  Epileptic.  6.  Industrial 
Home  for  Colored  Girls. 

Chapter  VI.     The  College  Union 149 

1.  Occasion  for  the  Union.  2.  The  Articula- 
tion Agreement.  3.  Formation  of  the  Union. 
4.  The  Report  of  the  Committee  of  Nine.  5.  The 
Report  of  the  Committee  on  the  Recognition  of 
College  Diplomas  in  the  Certification  of  Teach- 
ers. 6.  Historical  Sketches  of  the  Institutions 
Constituting  the  Union:  St.  Louis  University, 
The  State  University,  Central  College,  "William 
Jewell  College,  Westminster  College,  Washing- 
ton University,  Drury  College,  Park  College, 
Tarkio  College,  Missouri  "Valley  College. 

Chapter  VII.     City   School  Systems 219 

1.  St.  Louis.  2.  Kansas  City.  3.  St.  Joseph. 
4.      Other  Cities  and   Towns 

Chapter  VIII.     Teachers'  Associations   243 

1.  The  State  Association.  2.  District  Asso- 
ciations.     3.      County    Associations. 

Chanter  IX.     Educational    Problems    289 

1.  Administrative  Areas.  2.  Secondary  Schools. 
3.  Need  of  Trained  Teachers.  4.  Higher  Sala- 
ries. 5.  Industrial  Education.  6.  Permanent 
Support  for  the  Normals  and  the  State  Uni- 
versity. 7.  Medical  Inspection.  8.  Special 
Schools.      9.      State   Architect. 


CHAPTER  I. 

ELEMENTARY  SCHOOLS. 


J  I.  INFLUENCES  IN  THE  FORMATION  OF  THE 
SCHOOL  SYSTEM.— It  is  an  admitted  fact  that  no  less 
than  three  distinct  influences  may  be  observed  in  the  early 
efforts  to  secure  for  the  State  some  form  of  a  school  system. 
It  is  true  these  influences  cannot  be  traced  with  great  histori- 
cal accuracy,  nor  is  it  possible  to  follow  them  in  any  consider- 
able detail.  So  it  seems  best  to  set  them  out  in  the  beginning  of 
the  chapter  and  refer  to  them  from  time  to  time  in  the  dis- 
cussion. 

(A)  New  England  Influence. — In  New  England  the 
town  or  township  organization  very  generally  predominated; 
consequently  those  people,  who  came  to  Missouri  from  any  of 
the  New  England  States,  brought  with  them  the  general 
notion  of  this  type  of  organization  for  political  and  school 
purposes.  The  State  and  the  Church  were  both  interested  in 
education,  but  only  the  State  set  off  its  areas- for  educational 
purposes  with  great  definiteness,  and  wherever  the  New  Eng- 
land influence  prevailed  we  find  this  township  organization 
being  used. 

(B)  The  Southern  Influence. — A  second  considerable 
factor  in  the  development  of  Missouri  Schools  during  the 
early  period  resulted  from  the  fact  that  colonists  came  from 


2  HISTORY  OF  EDUCATION. 

Southern  States,  where  wealth  was  in  the  hands  of  the  few  and 
where  occupations  and  natural  conditions  tended  to  make  a 
scattered  population.  In  such  a  sparsely  settled  region  free 
public  schools  organized  with  small  areas  for  administration 
are  impossible,  consequently  we  find  a  system  of  private 
schools  being  supported  by  a  few  individuals  who  are  able  to 
pay  for  them.  This  system  was  transplanted  to  Missouri 
along  with  the  settlers  who  came  from  such  States  as  Virginia 
and  Kentucky.  The  institution  in  Missouri  was  usually  called 
an  Academy  and  was  located  in  the  more  populous  centers 
only.  Another  ideal  was  brought  along  at  the  same  time, 
that  of  employing  a  private  tutor  in  one  or  more  wealthy 
families. 

(C)  Jefferson's  System. — The  third  influential  factor 
in  the  establishment  of  schools  comes  from  the  ideas  of  Thomas 
Jefferson,  who  had  worked  out  for  Virginia  an  elaborate  edu- 
cational scheme.  He  believed  profoundly  in  the  principle  that 
the  State  should  become  responsible  for  the  education  of  all 
its  citizenship  as  a  political  expedient,  and  his  ideas  embraced 
a  complete  system  from  the  primary  grade  up  to  the  Uni- 
versity. So  thoroughly  were  his  ideas  prevalent  that  we  find 
them  elaborately  incorporated  in  the  Geyer  Act  of  1839,  when 
the  Missouri  Legislature  made  its  first  important  effort  to  give 
Missouri  a  complete  school  system. 

^  II.     TYPES  OF  EARLY  SCHOOLS : 

(A)  First  School.— As  early  as  1774  we  find  a  school 
in  the  City  of  St.  Louis  taught  by  one  J.  B.  Tribeau.  It  seems 
possible  that  this  is  the  first  school  established  within  the 
territory  which  is  now  Missouri,  and  it  is  generally  conceded 
that  this  man  remained  in  the  same  place  and  conducted  a 


ELEMENTARY  SCHOOLS.  3 

school  for  about  forty  years ;  in  fact,  this  seems  to  have  been 
the  only  school  in  St.  Louis  and  he  the  only  teacher  during 
most  of  that  long  period. 

(B)  The  Academy. — "We  have  already  referred  to  the 
Academy  as  coming  from  those  settlers  who  came  from  Vir- 
ginia and  Kentucky.  It  may  be  true  also  that  the  New  Eng- 
landers  helped  to  disseminate  the  Academy  idea.  At  any 
rate  the  Academy  was  the  earliest  general  type  of  schools 
established.  It  is  true  that  the  Academy  was  not  primarily 
an  elementary  school,  at  the  same  time  the  early  Academies 
all  had  a  Junior  branch  in  which  the  elementary  subjects,  such 
as  Reading,  Writing,  Ciphering  and  Spelling  were  taught, 
and  sometimes  both  Grammar  and  Geography  were  studied 
by  exceptional  pupils.  It  is  estimated  that  no  less  than  one 
hundred  ten  Academies  were  chartered  by  the  State  before 
1875,  and  probably  as  many  more  were  established  without 
any  charter  from  the  State. 

(C)  Subscriber  or  Subscription  Schools. — This  type  of 
school  originated  out  of  the  necessity  of  the  case  where  small 
groups  of  families  formed  themselves  into  a  sort  of  voluntary 
association  for  the  purpose  of  educating  their  children.  In 
general  some  trustee  was  elected  by  the  group  to  secure  a 
teacher  and  provide  a  room  for  the  sessions  of  the  school. 
The  school  was  supported  by  each  parent  paying  so  much 
per  child,  the  fees  being  collected  by  the  teacher.  In  ad- 
dition to  the  fees  the  teacher  usually  boarded  a  week  or 
longer  in  each  of  the  families  sending  children  to  the  school. 
Such  schools  usually  were  conducted  not  more  than  three  or 
four  months  at  a  time  and  then  usually  in  the  winter;  how- 
ever,  it   was  not  unusual   for   a  spring  school  to  be  held 


4  HISTORY  OF  EDUCATION. 

for  two  or  three  months,  so  that  the  very  small  children  might 
attend.  This  plan  was  carried  on  in  many  sections  even  after 
the  territory  became  a  State;  in  fact,  a  good  many  of  them 
are  found  up  until  1839,  The  reason  for  such  an  organization 
is  plain,  because  the  moneys  from  the  public  lands  were  not  yet 
available  and  no  provision  of  any  kind  was  made  for  direct 
taxes  on  the  property  of  the  people,  and  even  if  there  had 
been,  the  property  values  were  too  small  to  support  a  school. 
The  course  of  study  in  these  schools  was  practically  the  same 
as  that  we  have  noted  above  for  the  Academy. 

(D)  The  Governess. — Another  form  of  school  was  that 
conducted  in  the  household  when  some  cultured  woman  was 
secured  to  have  charge  of  the  children  and  teach  them  the 
ordinary  branches  of  the  elementary  school.  Usually  she  was 
treated  as  if  she  were  a  member  of  the  family  and  for  this 
ser-vice  she  received  a  small  salary,  many  times  not  more  than 
ten  or  fifteen  dollars  per  month.  It  was  not  unusual  for  two 
or  three  families  to  join  in  the  formation  of  such  a  school. 
This  could  happen,  of  course,  only  when  they  were  not  too  far 
apart  and  when  the  parents  had  the  same  ideas  about  the  train- 
ing of  their  children.  This  school  was  one  of  the  very  earliest 
in  point  of  time,  and  many  such  were  kept  up  in  the  large 
wealthy  families  of  the  State  even  till  the  Civil  War,  and  in  a 
few  cases  we  find  them  after  the  War. 

(E)  Parochial  Schools. — This  type  of  school  was 
organized  in  connection  with  the  Churches  and  was  usually  in 
charge  of  the  Pastor.  Some  such  schools  were  established  by 
the  Protestant  denominations,  but  more  of  them  were  created 
by  the  Catholics.  As  is  well  known,  this  type  of  school  has 
continued  to  the  present  day;  in  fact,  in  nearly  all  the  towns 


ELEMENTARY  SCHOOLS.  5 

and  cities  of  the  State  we  have  well  organized  schools  on  this 
plan  and  in  the  great  cities  of  this  State  many  thousands  of 
children  attend  only  the  Parochial  Schools.  In  the  City  of  St. 
Louis  alone  at  present  more  than  22,000  children  attend  the 
schools  in  the  system  conducted  by  the  Catholic  Church. 

'^m.    LEGAL     ENACTMENTS     IN     TERRITORIAL 
TIMES: 

(A)  Act  of  1808. — The  first  bit  of  legislation  concern- 
ing schools  was  enacted  in  1808  by  the  "Territorial  Legisla- 
ture of  Louisiana ' '  on  June  21st,  when  the  Legislature  sitting 
in  session  at  New  Orleans  passed  an  Act  Incorporating  St. 
Genevieve  Academy,  This  was  the  first  legally  organized 
school  in  the  Territory  which  is  now  Missouri.  The  Act  pro- 
vided for  a  Board  of  twenty-one  Trustees,  who  were  authorized 
to  receive  donations  for  the  endowment  of  the  school.  The 
principal  provisions  were  that  the  "poor"  and  Indian  children 
should  be  taught  free;  that  Theology  should  not  be  taught  and 
the  Elements  of  the  French  and  English  languages  should  be 
taught  at  all  times.  The  elementary  subjects  mentioned  in 
the  paragraph  above  were  included  in  the  curriculum  of  this 
school.  No  provisions  of  any  kind  were  made  for  raising 
money  by  taxation,  the  school  having  to  depend  on  donations 
and  tuition  for  its  support. 

(B)  Act  of  1812.— The  Act  of  1812,  passed  by  the 
Congress  of  the  United  States  which  created  Missouri  into  a 
special  Territory  said,  "Schools  and  the  means  of  education 
shall  be  encouraged  and  provided  for  from  the  public  lands  of 
the  United  States  within  the  Territory  as  Congress  may  di- 
rect." It  will  be  remembered  that  for  eight  years  Missouri 
remained  a  separate  Territory  under  the  direction  of  Con- 


6  HISTORY  OF  EDUCATION. 

gress ;  however,  practically  nothing  was  done  in  the  matter  of 
establishing  schools  and  providing  for  their  support  as  had 
been  suggested  in  the  Incorporation  Act. 

(C)  St.  Louis  Incorporated. — During  the  above  men- 
tioned period,  June  30,  1817,  St.  Louis  was  incorporated  into 
a  special  school  district  with  seven  Trustees  to  manage  its 
affairs,  and  Congress  donated  some  valuable  land  to  the  dis- 
trict, taking  it  from  the  United  States  Common  Lands  within 
and  near  the  town.  These  lands  were  managed  badly,  con- 
sequently only  a  very  small  income  came  to  the  district  from 
them  and  the  schools  established  by  the  to-RTi  really  made  very 
small  headway  for  a  long  time,  because  no  means  of  taxation 
had  been  provided  and  private  donations  were  too  small  and 
uncertain  to  offer  anything  like  adequate  means  for  the  sup- 
port of  the  schools. 

(D)  Academies  Established. — During  this  Territorial 
Period  several  Academies  were  established  by  legislative  enact- 
ment, but  it  is  not  necessary  to  go  into  detail  about  them.  It 
is  worth  noting  that  a  few  of  these  Academies  were  organized 
in  such  a  way  that  some  support  came  from  the  proceeds  of 
the  public  lands. 

y  IV.    MISSOURI  ADMITTED  INTO  THE  UNION: 

(A)  Constitutional  Provisions  for  Schools. — In  1820, 
when  Congress  framed  the  Act  authorizing  the  formation  of  a 
Constitution  for  Missouri,  it  was  declared  that,  "Schools 
should  be  forever  encouraged  in  the  new  State,"  and  that 
"The  Legislature  shall  take  steps  to  preserve  from  waste  or 
damage  such  lands  as  have  been  or  shall  hereafter  be  granted 
for  the  use  of  Schools."  The  Act  further  provided  that 
"One  or  more  Schools  shall  be  established  in  each  Congres- 


ELEMENTARY  SCHOOLS.  7 

sional  Township  as  soon  as  necessary,  and  the  children  of  the 
poor  shall  be  taught  free. ' ' 

1.  Township  Organization. — From  the  above  provision 
came  the  Township  organization  as  the  State  settled  up.  These 
Townships  were  marked  out  as  the  different  Counties  were 
organized,  and  from  1835  till  1853  this  was  the  unit  for  school 
organization.  There  was  no  central  control  vested  in  the  Coun- 
ty anywhere,  and  each  Township  was  under  the  complete  con- 
trol of  School  Inspectors,  who  were  also  called  "Directors." 
The  Township  Commissioner  and  Inspectors  employed  and  ex- 
amined teachers  and  visited  the  schools,  but  this  service  was 
performed  in  a  most  perfunctory  manner,  for  no  one  failed  in 
the  examination,  and  the  visitation  of  the  Inspector,  even  when 
made,  was  of  very  small  value.  In  1853  the  Township  organi- 
zation was  very  much  modified  because  of  the  provision  being 
made  for  a  County  School  Commissioner  who  was  to  have  an 
oversight  over  all  the  schools  of  the  County.  This  organiza- 
tion existed  until  1867,  when  the  Parker  Laws  re-established 
the  Township  organization ;  however,  these  laws  were  repealed 
in  1872,  when  the  present  District  System  was  inaugurated. 
It  is  very  evident  that  the  Township  Organization,  as  men- 
tioned above,  is  one  of  the  distinct  New  England  ideas  which 
persisted  with  some  modifications  until  1874,  when  the  whole 
scheme  of  education  was  largely  democratized. 

2.  Sixteenth  Section  Set  Apart  for  Schools. — The  same 
Act  of  Congress  which  admitted  Missouri  into  the  Union  also 
set  apart  every  sixteenth  section  of  land  throughout  the  State, 
together  with  seventy-two  sections  of  Saline  lands,  for  school 
purposes.  This  made  a  grand  total  of  1,254,200  acres  of  land, 
which  laid  the  basis  for  the  formation  of  Missouri's  school 


8  HISTORY  OF  EDUCATION. 

funds.  The  land  had  to  be  sold  and  the  proceeds  invested  be- 
fore any  available  income  could  be  secured  for  the  use  of  the 
schools. 

3.  Sloiv  Progress  of  Schools. — During  the  period  from 
1820  to  1833  there  had  been  established  about  fifty  schools 
somewhat  similar  to  that  mentioned  for  the  City  of  St.  Louis, 
but  no  real  system  of  free  schools  had  yet  made  its  appearance. 
These  schools  which  had  been  established  had  to  depend  wholly 
upon  private  endowment  and  private  support  in  the  form 
of  donations,  fees  and  tuition,  consequently  the  development 
was  very  slow. 

^  V.     EARLY  STATE  EFFORTS: 

(A)  The  Act  of  1825. — The  first  important  Act  passed 
by  the  Legislature  of  the  State  on  the  subject  of  Education 
was  approved  on  January  17,  1825.  This  law  provided  that 
each  Congressional  Township  should  form  a  school  district  to 
be  under  the  control  of  the  County  Court  in  matters  relating 
to  schools.  It  also  provided  that  all  rents  from  school  lands, 
fines,  penalties  and  forfeitures  should  be  set  apart  and  used 
exclusively  as  a  school  fund. 

(B)  The  Act  of  1833.— On  January  26,  1833,  the  Legis- 
lature passed  an  Act  authorizing  the  Governor  to  appoint 
three  suitable  persons  as  a  Committee  to  formulate  a  system 
of  common  and  primary  schools.  Governor  Dunklin  appointed 
Joseph  Herticli,  John  J.  Lowery  and  Abel  R.  Corbin  a  Com- 
mittee to  carry  out  the  provisions  of  the  Act.  This  Committee 
met  in  Jefferson  City  in  the  Fall  of  1834  and  prepared  an 
elaborate  report  which  was  made  to  the  Governor  in  that  same 
year,  and  through  his  strenuous  efforts  it  was  finally  adopted 
by  the  Eighth  General  Assembly  at  its  session  in  1835. 


ELEMENTARY  SCHOOLS.  9 

(C)  System  Proposed  by  Act  of  1835. — The  system  as 
proposed  by  the  Act  of  1835  embraced  the  following  important 
provisions : 

1.  The  Governor,  Secretary  of  State,  Auditor,  Treasurer 
and  Attorney-General  were  constituted  a  Board  of  Commis- 
sioners for  literary  purposes.  This  is  the  organization  of  a 
State  Board  of  Education. 

2.  Schools  should  continue  at  least  six  months  in  each 
year. 

3.  The  expenses  of  the  schools  were  to  be  paid  out  of  the 
School  Funds  of  each  County. 

4.  The  people  of  each  County,  by  a  two-thirds  majority 
vote,  might  tax  themselves  three  and  one-third  cents  on  each 
hundred  dollars  for  school  purposes. 

5.  It  provided  for  a  Board  of  three  Trustees  for  each 
District,  who  were  to  have  power  to  employ  teachers,  appoint 
visitors  and  make  all  needful  arrangements  for  the  school. 

6.  The  subjects  to  be  taught  were  Reading,  Writing, 
Arithmetic,  Geography,  English  Grammar  and  such  other 
branches  (Theology  excepted)  as  the  funds  might  justify. 

(D)  Saline  Act  of  1837.— The  General  Assembly  of 
1837  provided  for  the  investment  of  the  Saline  Land  Fund, 
together  with  the  United  States  Revenue  Fund,  in  Missouri 
Bank  stock,  thus  making  available  the  first  income  from  the 
School  funds ;  however,  it  was  to  be  used  only  when  the  Funds 
amounted  to  $500,000.00.  The  Funds  did  not  reach  this  sum 
till  1842,  when  sixty  cents  per  pupil  was  made  by  the  first  ap- 
portionment to  thirteen  Counties  in  the  State. 

(E)  A  System  Established  in  1839.— It  may  be  said 
that  the  Missouri  School  system  really  has  its  origin  in  the  leg- 


10  HISTORY  OF  EDUCATION. 

islative  enactments  of  1839,  At  this  time  the  common  school 
fund,  the  county  school  fund  and  the  township  school  fund 
were  constituted,  and  permission  was  granted  again  for  the  sale 
of  the  sixteenth  section.  Here  we  have  the  important  perma- 
nent school  funds  of  this  State  constituted.  By  this  Act  the 
office  of  State  Superintendent  of  Common  Schools  was  first  cre- 
ated. The  law  provided  that  he  should  be  chosen  by  joint  bal- 
lot of  the  Senate  and  House  of  Representatives  for  a  term  of 
two  years.  The  Superintendent  was  required  to  distribute  the 
State  School  moneys  among  the  several  counties  of  the  State 
where  public  schools  were  maintained.  The  law  required  that 
this  distribution  be  based  upon  the  number  of  white  children 
between  the  ages  of  six  and  eighteen  years. 

(F)  The  Act  of  1853.— The  next  important  school 
legislation  occurred  in  1853,  when  the  school  laws  were  thor- 
oughly revised.  A  brief  synopsis  of  that  legislation  may  be 
made  as  follows : 

1.  The  scbool  system  had  for  its  head  a  State  Superin- 
tendent, whose  duties  were  to  look  after  the  general  interests 
of  the  schools  in  the  State.  He  was  to  be  elected  bi-ennially 
by  the  people. 

2.  Each  County  had  a  County  Commissioner  of  Common 
Schools,  whose  duty  it  was  to  examine  teachers  and  grant  cer- 
tificates of  qualification,  apportion  the  school  moneys  of  his 
county,  call  meetings  of  the  voters  when  necessary,  and  visit 
the  schools. 

3.  Each  Congressional  Township  was  again  constituted  a 
school  township,  which  could  be  divided  into  as  many  districts, 
not  exceeding  four,  as  the  inhabitants  desired. 

4.  Each  district  was  under  the  control  of  three  Trustees, 
who  were  to  employ  teachers,  levy  taxes,  rate  bills,  etc. 


ELEMENTARY  SCHOOLS.  11 

5.  Twenty-five  per  cent,  of  the  State  revenue  and  the 
dividends  arising  from  the  funds  invested  in  the  Bank  of  the 
State  of  Missouri  were  to  be  apportioned  annually  by  the  State 
Superintendent  to  the  several  Counties  in  proportion  to  the 
number  of  children  in  each,  between  the  ages  of  five  and  twenty 
years.  These  funds,  together  with  the  County  funds  composed 
of  the  interest  upon  the  moneys  arising  from  the  sale  of  the 
sixteenth  section,  the  fines,  penalties,  etc.,  accruing  to  the  in- 
come and  the  income  derived  from  the  proceeds  of  the  swamp 
and  overflowed  lands,  constitutes  the  amount  annually  appro- 
priated for  the  payment  of  teachers'  wages,  and  is  divided 
among  the  school  districts  in  proportion  to  the  number  of  chil- 
dren in  each. 

6.  Definite  provision  was  made  in  these  laws  for  orphans 
and  the  children  of  indigent  parents  to  attend  the  schools 
free. 

7.  Elaborated  Course  of  Study. — The  State  Superintend- 
ent, in  a  circular  dated  September  20th,  1855,  advocated  a 
uniform  course  of  study  for  elementary  schools.  The  circular, 
in  addition  to  making  an  effort  to  establish  a  system  of  graded 
elementary  schools,  suggested  the  text-books  to  be  used  in  con- 
nection with  the  course  of  study.  In  as  much  as  this  is  the 
first  attempt  at  uniformity  in  the  matter  of  curriculum  and 
text-books,  it  seems  worth  while  to  quote  in  some  detail  from 
this  circular.  It  is  very  interesting  to  note  that  in  the  general 
directions  of  the  circular,  Superintendent  Davis  insisted  upon 
a  total  abandonment  of  "loud  studying,"  or  the  "swinging 
and  singing"  process  of  "getting  lessons."  The  Course  of 
Study  is  as  follows : 

(a)  First  or  Infants'  Class. — "This  class,  as  a  general 
rule,  should  be  taught  by  a  Lady.     It  should  be  taught  the 


12  HISTORY  OF  EDUCATION. 

alphabet  and  first  lessons  in  orthography  and  reading.  Its 
hours  should  be  beguiled  and  made  as  pleasant  to  the  child  as 
possible,  and,  for  this  purpose,  I  would  insist  upon  the  culti- 
vation of  vocal  music  as  an  exercise  admirably  adapted  to  re- 
lieve the  mind  of  the  young  beginner,  and  excite  interest  in 
his  school.  Indeed,  music  should,  as  far  as  practicable,  be 
continued  throughout  the  entire  course.  As  text-books  for  this 
class,  I  recommend :  English  Spelling  Book,  by  David  Price. 
The  Word  Builder,  by  R.  G.  Parker.  First  Reader,  by  R.  G. 
Parker. 

The  little  book  called  'The  Word  Builder,'  I  cannot 
commend  too  highly.  It  is  fascinating  to  the  young  mind,  and 
familiarizes  the  child  with  the  most  important  features  of 
Articulation  and  Orthoepy.  From  the  three  words,  A,  I  and 
0,  in  the  English  Language,  there  are  about  sixteen  other 
words  which  are  formed  by  affixing,  and  about  eight  more  by 
prefixing  a  single  letter.  These  words  form  the  second  lesson 
to  be  taught ;  and,  so  soon  as  the  little  learner  is  able  to  read 
these  words  of  two  letters  only,  A  Reading  Lesson,  adapted  to 
his  capacity,  and  composed  solely  of  these  words  of  two  let- 
ters, is  presented.  Thus  proceeds  the  'Word  Builder' — a 
gem  for  the  child." 

(h)  Second  Class. — "In  this  class,  instruction  should  be 
continued  in  Orthography  and  Reading.  Writing  should  be 
commenced.  The  Elements  of  Mental  Arithmetic  and  Geog- 
raphy should  now  receive  attention.  The  text-books  recom- 
mended in  this  class  are:  Price's  Spelling  Book  (continued), 
Parker's  Second  Reader,  Parker's  Third  Reader,  Davies'  Pri- 
mary Table  Book,  Davies'  First  Lessons  in  Arithmetic  and 
Monteith's  Primary  Geography.  No  'system  of  penman- 
ship' is  recommended,  because  it  is  believed  that  the  pupil 


ELEMENTARY  SCHOOLS.  13 

will  improve  better  in  writing,  where  the  teacher  writes  each 
copy  himself." 

(c)  Third  Class. — "Orthography,  Reading,  Writing, 
Mental  Arithmetic  and  Geography  should  be  continued  in  this 
class.  Written  Arithmetic,  Dictation  Exercises,  English  Com- 
position, Declamation,  English  Grammar  and  Juvenile 
Natural  Philosophy  should  now  be  taken  up.  The  following 
text-books  are  preferred  in  this  class:  Webster's  School  Dic- 
tionary, Parker's  Fourth  Reader,  Davies'  Intellectual  Arith- 
metic, Davies'  Seliool  Arithmetic,  as  far  as  to  the  end  of  Deci- 
mal Fractions,  Northend's  Dictation  Exercises,  Brookfield's 
First  Book  in  English  Composition,  Northend's  Little  Speak- 
er, Monteith's  Youths'  Geography,  Butler's  Grammar,  Park- 
er's Juvenile  Philosophy  (Parts  first  and  second).  The  room 
in  which  this  class,  as  well  as  all  the  classes  of  the  higher 
grades  are  taught,  should  be  furnished  with  a  blackboard  ex- 
tending around  three  sides  of  the  room." 

(d)  Fourth  Class. — "Orthography,  Reading,  Writing, 
Mental  Arithmetic,  Written  Arithmetic,  Geography,  English 
Composition,  English  Grammar,  Declamation  and  Natural 
Philosophy  should  be  continued.  This  class  is  now  prepared 
to  undertake,  in  addition  to  the  above  named  studies,  the 
study  of  History,  Philosophy,  the  Analysis  of  Derivative 
words,  the  Introduction  to  the  Sciences  and  Algebra.  The 
text-books  suitable  to  be  used  in  this  class  are  Webster's 
School  Dictionary,  Parker's  Fifth  or  Rhetorical  Reader,  Da- 
vies' Intellectual  Arithmetic,  Davies'  School  Arithmetic 
(Completed),  McNally's  Quarto  Geography,  Quaekenboss' 
First  Lessons  in  English  Compostion,  Zachos'  New  American 
Speaker,  Butler's  Grammar,  Parker's  Compendium  of 
Natural  Philosophy,  Willard's  School  History  of  the  United 


14  HISTORY  OF  EDUCATION. 

States,  Cutter's  Physiology,  Town's  Analysis,  Chambers'  In- 
troduction to  the  Sciences,  and  Davies'  Elementary  Algebra, 
as  far  as  Quadratic  Equations." 

(e)  Fifth,  or  High  Class. — "We  would  continue  in  this 
class  the  study  of  Orthography,  Reading,  Writing,  Mental  and 
Written  Arithmetic,  English  Composition,  Declamation,  Eng- 
lish Grammar,  History  and  Algebra.  This  class  is  now  pre- 
pared to  study,  in  addition  to  the  above  branches,  Chemistry, 
Geology,  Mineralogy,  Geometry,  Surveying,  Rhetoric,  Intel- 
lectual Philosophy,  Logic  and  Astronomy.  The  text-books 
recommended  are:  Webster's  Academic  Dictionary,  Clark  & 
Moffat's  History  of  England  (to  be  used  as  a  reading  book), 
Davies'  Intellectual  Arithmetic,  Davies'  University  Arith- 
metic, Quackenboss'  Advanced  Composition  and  Rhetoric, 
Zacho's  New  American  Speaker,  S.  W.  Clark's  English  Gram- 
mar, Willard's  Universal  History  in  Perspective,  Davies'  Ele- 
mentary Algebra  (completed),  and  Davies'  Bourdons'  Chem- 
istry, Hitchcock's  Geology,  Davies'  Legendre's  Geometry,  Da- 
vies' Surveying,  Newman's  Rhetoric,  Rev.  Asa  Mahan's  In- 
tellectual Philosophy,  Wliately's  Logic  and  Maclntyre's  As- 
tronomy. ' ' 

That  this  astounding  course  of  study  and  long  list  of  text- 
books was  taken  with  a  considerable  degree  of  seriousness  and 
that  some  effort  was  made  to  put  them  into  the  schools  is  evi- 
denced by  State  Superintendent  W.  B.  Starke's  Circular  to 
"School  Commissioners,  Trustees,  Teachers,  Parents  and  all 
others  interested,"  issued  October  1st,  1858.  In  this  circular 
he  seems  to  take  for  granted  the  subjects  of  the  course  of  study, 
but  recommends  a  different  list  of  books  to  be  used  in  the 
"Common  Schools"  of  the  State,  as  follows: 


ELEMENTARY  SCHOOLS.  15 


ALPHABET,  SPELLING,  READING,  ETC. 

McGuffet's. 

Primary  School  Charts.     6  Nos.  New  4th  Electic  Reader. 

Eclectic  Spelling  Book.  New  5th  Eclectic  Reader. 

New  1st  Eclectic  Reader.  New  6th  Eclectic  Reader. 

New  2iid  Eclectic  Reader.  New  High  School  Reader. 

New  3rd  Eclectic  Reader.  New  Eclectic  Speaker. 

Northend's  Speakers;  Webster's  Definer;  Webster's  Dictionaries;  Northend's 
Dictation  Exercises.     Tracy's  Historical  Reader. 

English  Gbammab. 

Pinneo's  Primary,  for  Common  Schools.      Pinneo's  Analytical,  for  Academies. 
Pinneo's  English  Teacher,  The  Analysis  of  English  Sentences. 

Arithmetic. 

Ray's  1st  Book,  Primary.  Ray's  Higher,  for  Advanced  Students  in 

Ray's  2nd  Book,  Intellectual.  Arithmetic. 

Ray's  3rd  Book,  Practical.  Kerl's  Intellectual. 

Algebra. 

Ray's  1st  Book,  Elementary.  Ray's  2nd  Book,  Higher. 

Davies'  Algebras. 

Geography,  History,  Philosophy,  etc.  Monteith's  and  McNally's  Geographies; 
Willard's  Histories;  Parker's  Philosophy;  Porter's  Chemistry;  Smith's  Astronomy; 
Tracy's  School  Manual  and  Juvenile  Harp. 

These  early  efforts  at  uniformity  of  course  of  study  and 
text-books  did  not  bear  very  much  fruit,  because  the  schools 
were  never  organized  in  such  a  way  as  to  carry  out  the  pro- 
visions of  the  circular.  Then  the  Civil  War  came  on  very  soon 
and  brought  chaos  to  all  school  conditions ;  However,  Superin- 
tendent Parker,  during  his  administration,  offered  some  sug- 
gestions for  uniformity,  but  the  revision  of  1874  put  such  mat- 
ters wholly  in  the  hands  of  the  local  school  authorities.  Some 
agitation  was  continued  during  the  labors  of  Shannon,  Cole- 
man and  "Wolfe,  during  whose  administrations  the  "Com- 
mittee of  Six"  prepared  a  course  of  study  for  the  Common 
schools,  but  very  insignificant  results  came  from  their  efforts. 
During  Superintendent  Carrington's  administration  a  very 
complete  course  of  study  was  published.    The  fact  that  State- 


16  HISTORY  OF  EDUCATION. 

wide  uniformity  of  text-books  had  been  adopted  during  Super- 
intendent Wolfe's  administration  somewhat  simplified  the 
matter  of  getting  a  State  course  of  study,  consequently  the 
course  prepared  by  ]\Ir.  Carrington  and  others,  having  been 
revised,  was  taken  up  and  used  by  many  of  the  elementary 
schools;  meanwhile,  it  remained  for  County  supervision,  in 
1909,  during  Superintendent  Gass'  administration,  to  secure 
the  actual  adoption  of  this  course  of  study. 

8.  Number  of  Districts,  Enrollment,  etc. — By  1853  about 
twenty-five  hundred  school  districts  had  been  formed,  and 
there  were  enumerated  nearly  three  hundred  thousand  chil- 
dren of  school  age.  One  striking  thing,  however,  to  be  noted, 
is  that  not  more  than  one  hundred  twenty-five  thousand  chil- 
dren were  in  attendance,  including  all  grades  of  school  work, 
in  the  public  schools  of  the  State.  One  interesting  fact  to  note 
at  this  time  is  that  there  were  four  times  as  many  men  teach- 
ers as  women. 

9.  Defects  of  the  System. — The  serious  defect  of  the  sys- 
tem inaugurated  by  the  laws  of  1853,  and,  for  that  matter,  the 
laws  of  1839  as  well,  was  the  lack  of  legal  authority  for  a 
direct  tax  on  property  for  school  purposes.  The  only  way  to. 
raise  money  by  direct  taxation  was  to  have  the  proposition 
voted  on  by  the  County,  and  even  then  a  two-thirds  vote  must 
be  cast  in  favor  of  the  proposed  tax  before  it  could  be  levied. 
This  defect  was  really  fatal  to  the  system,  for  it  was  impos- 
sible to  carry  out  the  scheme  as  proposed  without  revenue 
other  than  that  which  came  from  the  interest  on  the  school 
funds  of  the  State. 

^VI.     THE    CIVIL   WAR   PERIOD.— The   next   period 
embraces  the  Civil  War  and  is  a  dark  one  for  the  infant  sys- 


ELEMENTARY  SCHOOLS.  17 

tern  of  public  schools.  The  apportioning  of  public  money  was 
suspended  for  practically  the  entire  period,  and  nearly  all  of 
the  public  schools  were  closed  in  1861.  The  school  money  was 
diverted  from  its  proper  use  and  in  some  instances  lost,  school 
buildings  were  destroyed  or  seriously  damaged.  The  office  of 
State  Superintendent  was  once  more  suspended  and  the  be- 
ginnings of  a  school  system  completely  disorganized.  In  some 
localities  thrifty  farmers  maintained  schools  for  three  or  four 
months  in  the  year  by  forming  a  sort  of  a  community  and  ap- 
portioning the  expenses  among  themselves.  In  a  few  towns 
an  effort  was  made  to  keep  up  the  schools,  but  in  a  general  way 
they  were  failures,  so  that  private  schools  had  to  be  established 
on  a  tuition  or  subscriber  basis. 

/  VII.  THE  CONSTITUTION  OF  1865.— In  1865  Mis- 
souri adopted  a  new  Constitution  and  under  it  enacted  some 
very  important  School  Laws,  which  were  never  carried  out 
and  were  really  destined  to  a  short  life. 

(A)  State    Superintendent's    Office    Re-established. — 

These  new  laws  re-established  the  office  of  State  Superintend- 
ent, and  J.  H.  Eobinson  was  elected  for  the  position ;  however, 
he  refused  to  qualify  on  account  of  the  Test  Oath,  and  T.  A. 
Parker  was  appointed  to  the  office. 

(B)  The  Parker  Laws. — Under  Superintendent  Par- 
ker 's  administration  the  General  Assembly  passed  a  set  of  laws 
usually  known  as  the  ' '  Parker  Laws, ' '  which  embraced  a  very 
elaborate  scheme  for  a  school  system,  very  much  like  some  of 
the  most  advanced  organizations  of  the  most  ideal  systems  of 
the  present.  Superintendent  Parker,  in  his  Annual  Report 
for  1867,  says  the  prominent  features  of  the  system  are : 

1.    "It  commands,  as  a  solemn  duty,  the  maintenance  of 

H— 2 


18  HISTORY  OF  EDUCATION. 

free  schools  in  every  inhabited  portion  of  the  State,  and  en- 
forces this  command  with  appropriate  sanction." 

(a)  Township  Organization. — The  law  provided  that  the 
people  of  any  Congressional  Township  might,  by  a  majority 
vote,  organize  themselves  into  a  school  district  with  full  cor- 
porate powers.  The  affairs  of  the  District  were  to  be  managed 
by  a  Board  of  three  Trustees,  elected  by  the  people,  whose 
duty  it  was  to  provide  as  many  primary  schools  in  the  district 
as  was  necessary  to  accommodate  the  children.  In  addition 
to  this,  they  might  establish  a  central  high  school  for  the  town- 
ship in  which  the  more  advanced  subjects  should  be  taught. 
The  teacher  for  the  central  high  school  was  required  to  have 
a  higher  certificate  than  the  ordinary  teacher  for  the  primary 
schools. 

2.  "It  equalizes  the  burden  of  its  admirable  system  by 
a  rate  of  taxation  upon  all  persons  and  property." 

3.  "It  makes  provision  for  the  careful  supervision  of  the 
schools;  dictating  the  course  of  instruction  to  be  used;  defin- 
ing the  requisite  qualifications  of  teachers,  and  following 
them  with  rigid  scrutiny." 

(a)  County  Superintendent. — The  law  provided  for  a 
County  Superintendent,  who  had  full  supervisory  powers  over 
all  these  districts.  He  must  be  of  good  moral  character  and 
be  a  competent  teacher.  He  looked  after  the  County  school 
funds  and  was  required  to  make  certain  reports  to  the  State 
Superintendent.  He  must  hold  two  Institutes  each  year  in 
his  County  and  aid  in  securing  uniform  text-books  for  the 
county. 

(h)  Certification  of  Teachers. — Before  any  person  was 
allowed  to  teach  he  must  take  the  oath  to  support  the  Consti- 
tution, and,  in  addition  thereto,  be  examined  in  Orthography, 


ELEMENTARY  SCHOOLS.  19 

Reading  in  English,  Penmanship,  Arithmetic,  English  Gram- 
mar, Modern  Geography,  and  History  of  the  United  States. 
If  he  was  to  teach  in  the  central  high  school,  he  must  take  an 
examination  in  the  Higher  Mathematics  and  Natural  Sciences. 
The  primary  certificate  had  a  time  limit  from  six  months  to 
one  year,  while  the  higher  class  certificate  was  valid  for  a 
period  of  two  years.  Both  of  these  certificates  were  valid  only 
in  the  County  where  they  were  issued. 

4.  "It  authorizes,  by  special  act,  the  establishment  of 
graded  schools  of  a  high  order  in  cities,  towns,  villages  and 
country  districts." 

5.  "It  requires  public  schools  of  all  grades  to  be  abso- 
lutely instituted  for  the  free  education  of  the  colored  children 
of  the  State." 

(C)  Failure  of  the  System. — Under  these  laws  some 
Counties  built  up  excellent  schools,  but  many  did  practically 
nothing.  The  system  was  too  theoretical  and  centralized  to 
receive  the  support  of  the  people.  The  State  was  just  recov- 
ering from  the  dreadful  cliaos  of  the  Civil  War,  and  sentiment 
had  to  be  molded  all  over  for  a  public  school  system;  the 
strife,  resulting  from  the  war,  made  a  unified  sentiment  for 
schools  or  anything  else  well  nigh  impossible.  The  entire 
system  was  so  thoroughly  discredited  that  it  had  to  be  com- 
pletely revised  in  1874.  Superintendent  Parker  was  suc- 
ceeded by  Ira  DivoU  of  St.  Louis,  who  soon  resigned  and  was 
succeeded  by  John  Monteith,  who  served  until  1875. 

(D)  The  Revision  of  1874.— Near  the  close  of  Mon- 
teith's  administration  in  1874  a  very  radical  revision  of  the 
Parker  Laws  was  made  by  the  General  Assembly.  The  pro- 
visions of  these  laws  practically  formed  the  basis  of  the  pres- 


20  HISTORY  OF  EDUCATION. 

ent  system.  The  following  are  the  important  provisions  of 
the  new  Laws : 

1.  Formation  of  New  Districts. — All  sub-districts  under 
the  old  law  were  incorporated  into  new  and  independent  dis- 
tricts.   They  were  for  the  first  time  given  a  system  of  numbers 

to  be  knoA\Ta  as  District  No. ,  Township ,  Range , 

in  County  of .    This  is  the  system  in  use  at  present 

except  that  the  General  Assembly  of  1909  provided  that  the 
Districts  should  be  numbered  1,  2,  3,  etc.,  to  include  all  of  the 
Districts  in  the  County.  This  was  done  to  avoid  duplicate 
numbers  and  to  simplify  County  bookkeeping. 

2.  Board  of  Directors. — Each  district  was  to  be  man- 
aged by  a  Board  of  Directors,  three  in  number,  elected  at 
the  annual  meeting,  to  serve  for  a  term  of  three  years.  This 
provision  did  away  with  the  scheme  of  township  organization, 
for  the  Board  of  Directors  made  all  reports  directly  to  the 
County  Officers. 

(a)  Origin  of  Board  of  Directors. — A  local  Board  of  Di- 
rectors was  first  proposed  in  the  laws  of  1835,  and  such  a 
Board  was  in  control  of  the  sub-districts  under  the  laws  of 
1839.  Their  powers  were  somewhat  elaborated  in  1853,  but 
the  Parker  Laws  of  1867  again  minimized  their  powers.  As 
noted  above  the  revision  of  1874  made  them  the  peoples'  or- 
ganization for  the  control  of  each  local  school,  and  now  they 
have  the  following  powers  and  duties : 

(a-1)  Power  to  elect  their  own  officers.  President,  Vice- 
President  and  Clerk,  They  must  meet  and  elect  the  President 
within  four  days  after  the  annual  meeting,  and  the  Clerk 
must  be  elected  on  or  before  the  fifteenth  of  July  of  each  year. 
No  member  of  the  Board  may  receive  any  compensation  for 
the  performance  of  his  duties  as  a  Director. 


ELEMENTARY  SCHOOLS.  21 

(a-2)  They  have  power  to  fill  vacancies  till  the  next 
annual  meeting. 

(a-3)  They  are  intrusted  with  the  care  of  all  the  school 
property. 

(a-4)  They  have  full  power  to  make  all  needful  rules 
and  regulations  for  the  organization,  grading  and  government 
in  their  school  district. 

(a-5)  They  have  power  to  suspend  or  expel  a  pupil  for 
conduct  tending  to  the  demoralization  of  the  school,  after  no- 
tice and  a  hearing  upon  the  charges  preferred. 

(a-6)  They  have  power  to  admit  non-resident  pupils 
and  prescribe  the  tuition  fee  for  the  same. 

(a-7)  They  have  power  to  make  contracts  with  legally 
qualified  teachers,  after  they  have  been  duly  elected  by  the 
Board. 

(a-8)  It  is  their  duty  to  visit  the  schools  under  their 
care. 

(a-9)  They  must  take  or  cause  to  be  taken  the  enumera- 
tion of  all  persons  over  six  and  under  twenty  years  of  age, 
resident  in  their  district,  designating  male  and  female,  white 
and  colored,  and  the  age  of  each,  together  with  the  full  name 
of  the  parent  or  guardian  of  each  child  enumerated.  They 
must  also  enumerate  all  blind  and  deaf  and  dumb  persons  of 
school  age  within  the  district,  in  the  same  manner  as  the 
other  children.  These  lists  must  be  taken  between  the  thir- 
tieth day  of  April  and  the  fifteenth  day  of  May  in  eadi  year 
and  forwarded  to  the  County  Clerk. 

(a-10)  They  are  also  required  on  or  before  the  fifteenth 
day  of  May  in  each  year,  to  send  to  the  County  Clerk  a  care- 
ful estimate  of  the  funds  necessary  to  sustain  the  schools  of 
their  district  as  required  by  law,  or  if  a  longer  term  was  voted 


22  HISTORY  OF  EDUCATION. 

at  the  annual  meeting  the  amount  necessary  to  maintain  that 
term.  In  case  a  site  has  been  bought  or  buildings  are  to  be 
erected  or  indebtedness  of  any  kind  must  be  paid  or  the  inter- 
est on  the  same,  the  estimate  with  the  rate  required  to  raise 
each  amount  shall  be  included  in  the  estimate. 

3.  Annual  Meeting. — Each  school  district  is  required  to 
hold  an  annual  meeting  on  the  first  Tuesday  in  April  of  each 
year.  Said  meeting  to  begin  at  two  o'clock  p.  m.  unless  some 
other  time  of  the  day  had  been  designated  at  the  last  annual 
meeting.  This  meeting  has  power  to  (a)  Elect  Directors ;  (h) 
Determine  the  length  of  school  term  in  excess  of  four  months ; 
(c)  Levy  not  to  exceed  one  per  cent,  of  all  taxable  property 
for  school  purposes;  (d)  To  devote  not  to  exceed  twenty  dol- 
lars for  library  purposes,  and  a  few  other  privileges  pertain- 
ing to  buildings,  selection  of  school  sites,  determining  of 
school  boundaries,  etc.  These  powers  have  been  expanded  till 
under  the  Revised  Laws  of  1909  we  have  the  following  powers 
given  the  annual  meeting. 

(a)  To  organize  by  the  election  of  a  chairman  and  secre- 
tary, who  shall  keep  an  accurate  record  of  the  proceedings 
of  the  meeting,  which,  when  duly  approved  and  attested  by 
the  signatures  of  the  Chairman,  the  Clerk  shall  enter  upon 
the  record  of  the  District. 

(1))  To  choose,  by  ballot,  one  Director,  who  shall  hold  his 
office  for  the  term  of  three  years  and  until  his  successor  is 
elected  and  qualified. 

(c)  To  fill  vacancies,  if  any,  caused  by  death,  resignation, 
refusal  to  serve,  repeated  neglect  of  duty  or  removal  from  the 
district;  and  the  persons  thus  elected  shall  hold  their  office 
for  the  unexpired  term  and  until  their  successors  are  elected 
and  qualified. 


ELEMENTARY  SCHOOLS.  23 

(d)  To  determine,  by  ballot,  the  length  of  school  term 
in  excess  of  eight  months  that  the  public  schools  of  the  dis- 
trict shall  be  maintained  for  the  next  scholastic  year ;  also,  to 
determine  the  rate,  if  any,  in  excess  of  forty  cents  on  the 
one  hundred  dollars '  assessed  valuation  to  be  levied  for  school 
purposes,  under  the  limits  of  the  Constitutional  provisions. 

(e)  To  determine,  by  majority  vote,  whether  or  not  the 
school  house  of  the  district  may  be  used  during  the  ensuing 
year  for  religious,  literary  or  other  purposes,  or  for  the  meet- 
ing of  farmer  or  labor  organizations,  secret  or  otherwise. 

(f)  To  decide  in  favor  of,  or  against  any  proposed 
change  of  boundaries,  notice  of  such  changes  having  been 
given  in  each  and  every  district  affected  thereby  in  the  man- 
ner provided  by  law. 

(g)  To  direct  the  sale  of  any  property  belonging  to  the 
district  but  no  longer  required  for  the  use  thereof,  to  deter- 
mine the  disposition  of  the  same  and  the  application  of  the 
proceeds. 

(h)  To  designate  their  choice,  by  ballot,  for  a  person  to 
fill  the  office  of  County  Superintendent  of  Public  Schools. 

(i)  To  determine,  by  ballot,  the  rate  to  be  levied  upon 
one  hundred  dollars'  assessed  valuation  necessary  to  purchase 
a  site,  erect  a  school  house  thereon  and  furnish  the  same,  as 
provided  for  under  constitutional  limitations. 

(j)  To  determine,  in  districts  newly  formed,  or  wherein 
no  school  house  site  has  yet  been  selected,  the  location  thereof, 
notice  having  been  given  in  the  manner  provided  by  law. 

(k)  To  change  the  location  of  a  school  house  site  when  the 
same  for  any  cause  is  deemed  necessary;  provided,  that  in 
every  case  a  majority  vote  of  the  voters  who  are  resident  tax 
payers  of  said  district  shall  be  necessary  to  remove  a  site 


24    .  HISTORY  OF  EDUCATION. 

nearer  to  the  center  of  said  district ;  but  in  all  cases  to  remove 
a  site  farther  from  the  center  of  said  district,  it  shall  require 
two-thirds  of  the  legal  voters  who  are  resident  tax  payers 
of  such  school  district  voting  at  such  election. 

4.  Office  of  County  School  Commissioner  Re-established. — 
In  1853  the  office  of  County  School  Commissioner  was  created 
and  re-established  in  1872.  The  revision  of  1874  gave  to  that 
officer  power  to  examine  and  certificate  teachers,  and  power 
to  perform  certain  clerical  duties,  but  without  any  direct  su- 
pervisory power.  He  was  allowed  a  fee  of  one  dollar  and 
fifty  cents  for  issuing  a  certificate.  Certificates  were  of  two 
classes,  valid  only  in  the  County  where  they  were  issued.  The 
second  class  required  a  knowledge  of  all  branches  required 
for  the  lowest  grade  under  the  old  Parker  Law  of  1867  and  the 
additional  subject  of  Civil  Government,  and  was  valid  for  one 
year.  The  first  grade  embraced  all  subjects  required  for  the 
old  second  grade,  the  natural  sciences  and  physiology,  and  was 
valid  for  a  period  of  two  years  from  date  of  issue.  In  general 
the  duties  of  the  County  Commissioner  remained  practically 
the  same  till  the  Institute  Laws  were  enacted  in  1891,  and  then 
but  few  changes  were  made  until  the  County  Super^dsion  Law 
was  passed  in  1909.  These  changes  will  be  discussed  in  their 
appropriate  places  later  on. 

5.  School  Board  Convention. — One  remarkable  pro- 
vision of  this  law  was  that  requiring  a  meeting  of  the  Presi- 
dents of  all  School  Boards,  rural  village  or  town,  at  the  Coun- 
ty Seat  on  the  first  Tuesday  in  January,  1885,  and  every 
five  years  thereafter,  for  the  purpose  of  agreeing  upon  and 
adopting  uniform  text  books  throughout  the  county.  The 
County  Commissioner  was  also  a  member  of  this  Convention. 
During   Superintendent   Coleman's  administration, '  in   1885, 


ELEMENTARY  SCHOOLS.  25 

this  Law  was  repealed,  leaving  all  school  districts  free  to  se- 
lect text  books  for  themselves. 

6.  Meaning  of  the  Revision. — ^When  we  examine  the 
changes  made  by  this  revision  it  will  be  seen  that  this  is  prac- 
tically a  complete  democratization  of  the  schools  in  that  the 
people  are  given  almost  complete  control  over  them.  They  se- 
lect the  directors,  determine  the  length  of  the  school,  levy  the 
taxes,  vote  levies  for  school  houses  and  sites  and  elect  the 
County  Commissioner.  This,  of  course,  was  a  re-action  against 
the  centralized  scheme  of  the  Parker  Laws ;  but,  nevertheless, 
we  have  spent  much  time  and  labor  in  trying  to  return  to  a 
more  central  control,  and  even  yet  there  is  much  to  be  done  in 
this  matter. 

7.  Normal  Schools  Established. — It  was  during  Super- 
intendent Monteith's  administration  that  three  of  Missouri's 
Normal  Schools  were  established,  namely:  Kirksville,  War- 
rensburg  and  Cape  Girardeau. 

VIII.  SUPERINTENDENT  MONTEITH'S  CHAR- 
ACTERIZATION OF  SCHOOL  PROGRESS.— In  reviewing 
the  progress  of  the  public  school  cause,  Superintendent  Mon- 
teith  says  that  public  school  sentiment  has  gone  through  at 
least  three  historical  phases,  namely :  (a)  ' '  The  Period  of  Un- 
qualified Opposition,"  (b)  "The  Period  of  Aristocratic  Tol- 
erance," and  (c)  "The  Period  of  Qualified  Acceptance."  It 
seems  fair  to  say  that  when  he  laid  down  the  burdens  of  Su- 
pervision in  1874,  the  public  schools  of  the  State  were  in  the 
last  period  he  mentioned,  and  possibly  they  did  not  get  out 
of  that  situation  before  the  end  of  Dr.  Shannon's  administra- 
tion. It  may  be  said,  however,  that  so  far  as  the  elementary 
school  is  concerned  at  present  that  it  is  in  the  period  of  "Un- 
qualified Acceptance,"  but  so  much  could  not  be  said  for  the 


26  HISTORY  OF  EDUCATION. 

High  Schools,  Normal  Schools  and  even  the  University,  as  it  is 
doubtful  if  they  are  much  farther  along  than  the  third  pe- 
riod mentioned  by  Mr.  Monteith. 

IX.  THE  CONSTITUTION  OF  1875.— The  next  year 
after  the  revision  above  discussed,  a  new  Constitution  was 
adopted  by  the  State,  and  Article  XI  of  that  instrument  deals 
with  Education.  The  more  important  provisions  of  which 
are  as  follows: 

(A)  Necessity  for  Education. — ' '  Section  1.  A  general 
diffusion  of  knowledge  and  intelligence  being  essential  to  the 
preservation  of  the  rights  and  liberties  of  the  people,  the  Gen- 
eral Assembly  shall  establish  and  maintain  free  public  schools 
for  the  gratuitous  instruction  of  all  persons  in  this  State  be- 
tween the  ages  of  six  and  twenty  years." 

(B)  Distribution  of  Funds. — "Section  2.  The  income 
of  all  the  funds  provided  by  the  State  for  the  support  of  free 
public  schools  shall  be  paid  annually  to  the  several  County 
Treasurers,  to  be  distributed  according  to  law;  but  no  school 
district  in  which  a  free  public  school  has  not  been  maintained 
at  least  three  months  during  the  year  for  which  the  distribu- 
tion is  made  shall  be  entitled  to  receive  any  portion  of  such 
funds." 

1.  The  Laws  of  1909  provide  that  a  district  to  receive 
any  of  the  public  funds  shall  maintain  a  school  for  at  least 
eight  months,  providing  that  a  levy  of  forty  cents  on  the  one 
hundred  dollars  is  sufficient  to  meet  the  necessary  expenses  for 
such  a  term. 

(C)  Separate  Schools  for  Colored  Children. — ''Section 
3.  Separate  free  public  schools  shall  be  established  for  the 
education  of  children  of  African  descent." 


ELEMENTARY  SCHOOLS.  27 

(D)  Supervision  of  Schools. — "Section  4.  The  super- 
vision of  instruction  in  the  public  schools  shall  be  vested  in  a 
'Board  of  Education,'  whose  powers  and  duties  shall  be  pre- 
scribed by  law.  The  Superintendent  of  Public  Schools  shall 
be  President  of  the  Board;  the  Governor,  Secretary  of  State 
and  Attorney-General  shall  be  ex-officio  members,  and,  with 
the  Superintendent,  compose  said  Board  of  Education." 

(E)  Funds  May  Not  Be  Used  for  Sectarian  Purposes. — 
"Section  11.  Neither  the  General  Assembly  nor  any  county, 
city,  town,  township,  school  district  or  other  municipal  cor- 
poration shall  ever  make  an  appropriation  or  pay  from  any 
public  fund  whatever,  anything  in  aid  of  any  religious  creed, 
Church  or  Sectarian  purpose,  or  to  help  to  support  or  sustain 
any  private  or  public  school,  academy,  seminary,  college,  uni- 
versity or  other  institution  of  learning,  controlled  by  any  reli- 
gious creed,  Church  or  Sectarian  denomination,  whatever; 
nor  shall  any  grant  or  donation  of  personal  property  or  real 
estate  ever  be  made  by  the  State,  or  any  county,  city,  town,  or 
other  municipal  corporation,  for  any  religious  creed,  Church 
or  Sectarian  purpose  whatever." 

(F)  Shannon's  Administration. — In  January,  1875,  Dr. 
Shannon  became  State  Superintendent.  He  said,  after  look- 
ing over  the  schools  of  the  State,  that  it  was  only  by  "courtesy 
called  a  system. ' '  We  can  readily  understand  how  this  could 
be  true  when  we  recall  the  revision  of  1874  whidi  needed 
much  interpretation  and  clarification  to  be  understood  and 
workable.  Then  very  soon  during  his  term  of  office  the  new 
Constitution  was  adopted,  and  this  caused  another  period  of 
adjustment  and  effort  to  make  the  people  understand  the  laws 
so  that  they  could  be  administered  with  efficiency  and  ease. 


28  HISTORY  OF  EDUCATION. 

Among  the  more  important  things  accomplished  by  Dr.  Shan- 
non may  be  mentioned  the  following: 

1.  A  clarification  of  the  School  Law  so  that  the  people 
could  understand  it  and  by  this  means  secure  a  better  admin- 
istration of  school  affairs  through  the  school  officers. 

2.  Much  was  done  to  set  out  clearly  the  values  of  public 
schools,  elementary,  high  schools  and  normal  schools.  As  a 
result  of  this  discussion  all  schools  were  very  much  more  ap- 
preciated and  better  supported.  Dr.  Shannon  spent  much 
time  in  visiting  County  Institutes.  These  Institutes  were 
wholly  voluntary  associations  on  the  part  of  the  teachers,  but 
he  reported  that  by  the  close  of  his  administration  that  more 
than  fifty  counties  were  holding  annual  institutes  varying  in 
length  from  two  to  four  weeks.  The  voluntary  institutes  were 
continued  till  Superintendent  Wolfe's  administration  in  1891, 
when  they  were  made  compulsory. 

3.  Another  thing  accomplished  was  that  the  teachers  ac- 
quired a  higher  appreciation  of  professional  training  whidh 
came  through  the  attendance  of  institute,  teachers'  associa- 
tions and  normal  schools.  , 

4.  Dr.  Shannon  did  much  to  clear  up  the  school  fund 
problems,  which  were  in  a  rather  chaotic  state  when  he  en- 
tered the  office. 

5.  In  1878  the  number  of  school  districts  had  grown  to 
be  about  ten  thousand,  but  of  this  number  not  more  than  one 
hundred  were  doing  work  above  the  ordinary  elementary 
school  subjects.  Possibly  there  were  not  a  hundred  towns 
and  villages  organized  on  a  graded  school  basis. 

(G)  Coleman's  Administration. — In  January,  1882,  W. 
E.  Coleman  entered  upon  the  duties  of  the  office  of  State 
Superintendent,  and  among  the  more  important  things  accom- 


ELEMENTARY  SCHOOLS.  29 

plished  during  his  administration  may  be  mentioned  the  fol- 
lowing : 

1.  The  first  convention  of  County  School  Commissioners 
was  held  in  Jefferson  City  in  December,  1885.  This  was  a 
voluntary  meeting,  and  it  is  reported  that  thirty-five  Com- 
missioners attended.  Some  of  the  important  topics  discussed 
were  "The  Organization  of  Summer  Normals,"  "The  County 
Institute"  and  "The  Reading  Circle." 

2.  In  1887  the  Normal  Diploma  was  made  a  life  certifi- 
cate to  teach  in  all  the  schools  of  the  State,  and  the  elemen- 
tary certificate  was  made  a  license  to  teach  in  the  State  for 
four  years;  however,  in  1889  the  term  for  this  certificate 
was  reduced  to  two  years. 

3.  In  1887  Superintendent  Coleman  established  Arbor 
Day.  He  asked  all  teachers  and  pupils  in  the  State  to  observe 
the  day  by  a  suitable  literary  program,  and  by  planting  and 
caring  for  shade  and  ornamental  trees  on  the  school  grounds. 

4.  The  minimum  school  term  was  increased  from  four 
to  six  months,  providing  that  a  levy  of  forty  cents  on  the  one 
hundred  dollars  and  the  public  moneys  were  sufficient  to 
maintain  that  length  of  term. 

5.  An  effort  was  made  to  define  more  clearly  relations 
which  should  exist  between  High  Schools  and  the  University. 
This  was  done  through  a  Committee  of  the  State  Teachers' 
Association,  but  Superintendent  Coleman  rendered  valuable 
assistance  by  giving  advice  to  the  Committee. 

6.  The  school  year  was  changed  from  April  1st  to  be- 
gin July  1st. 

7.  The  Reading  Circle  was  organized  and  a  Board 
elected  to  manage  its  affairs. 

8.  The  law  requiring  County  adoption  of  text  books  was 


30  HISTORY  OF  EDUCATION. 

repealed  after  having  been  in  force  for  ten  years.  The  whole 
matter  of  the  selection  of  text  books  was  now  left  to  the  School 
Boards  of  the  various  districts. 

(H)  Wolfe's  Administration. — Superintendent  Cole- 
man was  succeeded  by  L.  E.  Wolfe,  who  entered  upon  the 
duties  of  the  office  in  January,  1890.  During  his  administra- 
tion the  more  important  things  done  were  as  follows : 

1.  A  law  was  passed  providing  for  State  wide  uniform- 
ity of  text  books.  These  books  were  selected  by  a  Commission 
and  were  used  exclusively  for  a  period  of  five  years. 

2.  A  compulsory  Institute  Law  was  passed  which  re- 
quired an  Institute  to  be  held  in  each  County  from  two  to 
fours  weeks,  and  every  teacher  must  attend  in  order  to  secure 
a  certificate  to  teach. 

3.  The  above  law  defined  three  grades  of  certificates, 
which  were  issued  by  the  conductor  and  instructors  of  the 
Institute. 

4.  A  State  Training  School  was  established  to  license 
the  conductor  and  instructors  of  the  Institute;  however,  this 
law  was  repealed  in  1893,  after  being  in  force  only  two  years. 

5.  Superintendent  Wolfe  advocated  most  earnestly 
throughout  his  administration  a  complete  system  of  Institutes, 
County,  District  and  State;  however,  he  never  succeeded  in 
getting  his  scheme  adopted  by  the  Legislature. 

(I)  Kirk's  Administration. — In  January,  1894,  John  R. 
Kirk  became  State  Superintendent,  and  during  his  adminis- 
tration the  following  important  measures  were  advocated  by 
him: 

1.  Better  School  houses  and  better  physical  conditions 
for  children  to  do  their  work  in. 


ELEMENTARY  SCHOOLS.  31 

2.  He  favored  Nature  Study  and  Agriculture  as  sub- 
jects for  the  elementary  schools. 

3.  He  advocated  making  the  County  Institute  strictly  a 
professional  school  rather  than  a  mere  preparation  in  subject 
matter  to  pass  the  County  examination. 

4.  He  advocated  the  consolidation  of  rural  school  dis- 
tricts and  a  central  or  township  High  School,  in  order  that 
secondary  school  privileges  might  be  offered  to  all  the  chil- 
dren. 

5.  During  his  administration  the  "Committee  of  Nine," 
which  defined  the  College  and  Secondary  school,  made  its  re- 
port. The  details  of  this  report  are  found  in  the  cliapter  on 
the  "College  Union." 

6.  Superintendent  Kirk  strongly  advocated  the  values 
of  Manual  Training  as  an  elementary  school  subject  and 
tried  very  earnestly  to  have  it  put  into  the  curriculum. 

7.  The  administration  of  Superintendent  Kirk,  like  that 
of  Superintendent  Wolfe,  was  pre-eminently  one  in  which  an 
agitation  was  carried  on  for  better  things  for  Missouri 
Schools.  Much  was  accomplished  in  the  matter  of  creating  a 
healthy  public  sentiment  which  bore  fruit  in  the  years  after 
they  were  out  of  the  office. 

(J)  Carrington's  Administration. — In  January,  1899, 
W.  T.  Carrington  became  State  Superintendent.  The  follow- 
ing are  the  important  things  accomplished  during  his  admin- 
istration : 

1.  A  State  Library  Law  was  passed  requiring  the 
School  Boards  of  eadi  District  to  set  aside  a  sum  of  money 
to  be  spent  for  library  purposes.  The  sum  must  be  not  less 
than  five  cents  per  pupil  and  not  more  than  twenty  cents  per 
pupil.     This  law,  with  the  additional  privilege  of  voting  a 


32  HISTORY  OF  EDUCATION. 

sum  for  library  purposes  at  annual  meetings,  has  done  much 
to  increase  the  library  facilities  for  the  schools.  Indeed,  it  is 
a  rare  thing  now  for  an  elmentary  school  even  in  the  rural 
districts  not  to  have  at  least  the  beginnings  of  a  library,  and 
many  of  them  have  very  excellent  ones. 

2.  A  law  was  passed  authorizing  three  or  more  districts 
to  consolidate  so  as  to  have  a  central  High  School.  A  few 
such  districts  have  been  formed,  but  as  there  is  no  provision 
for  the  transportation  of  pupils  not  much  has  been  accom- 
plished by  the  law. 

3.  The  old  Institute  Law  was  repealed  and  a  County 
Board  of  Education  established  with  certain  supervisory  pow- 
ers, the  power  to  conduct  examinations  and  to  issue  certifi- 
cates. The  examinations  were  to  be  held  on  the  fourth  Satur- 
day and  the  Friday  next  preceding  in  March,  June  and  Au- 
gust of  each  year.  The  questions  for  these  examinations  are 
sent  out  under  seal  by  the  State  Superintendent  to  the 
County  Commissioner. 

4.  Instead  of  the  old  Institute  a  County  Teachers'  Asso- 
ciation was  established  to  be  held  in  September,  October  or 
November  of  each  year.  The  session  was  to  continue  for  three 
days,  and  the  teachers  who  attended  the  sessions  regularly 
were  allowed  their  regular  salary  while  attending. 

5.  The  requirements  for  County  Certificates  were  in- 
creased so  as  to  add  two  High  School  subjects  to  the  second 
grade  certificate,  namely:  Literature  and  Elementary  Alge- 
bra, and  for  a  first  grade  certificate  one  branch  of  Advanced 
History  and  one  of  the  Natural  Sciences  were  added. 

6.  A  State  course  of  study  for  rural  schools  was  pub- 
lished and  distributed.  It  gave  elaborate  details  on  all  the 
ordinary  common  school  subjects  and  much  additional  mate- 


ELEMENTARY  SCHOOLS.  33 

rial  for  literature  and  nature  study.  Tlie  State  Superintend- 
ent sent  out  questions  quarterly  to  teachers  based  on  this 
course  of  study,  and  those  pupils  who  Unished  the  course  of 
study  and  took  the  final  examinations  prescribed,  received  a 
certificate  of  graduation  signed  by  the  State  Superintendent 
and  the  County  School  Commissioner  or  County  Superintend- 
ent. This  certificate  now  entitles  the  holder  to  entrance  in 
any  High  School  in  the  State  without  examination.  Most  of 
the  Counties  now  have  a  regular  graduation  exercise  some- 
where in  the  County  for  these  graduates  of  the  rural  schools. 

7.  In  1905  a  compulsory  attendance  law  was  enacted  re- 
quiring all  children  between  the  ages  of  eight  and  fourteen 
years  to  attend  school  not  less  than  three-fourths  of  the 
school  term  unless  their  services  were  necessary  for  the  sup- 
port of  the  family,  or  they  were  of  unsound  mind  or  lived  two 
and  one-half  miles  from  the  school  house.  It  further  pro- 
vided that  no  child  between  these  ages  should  be  employed 
at  labor  during  schools  hours  except  those  lawfully  excused 
for  one  of  the  above  mentioned  exceptions. 

8.  In  1903  a  law  was  passed  giving  the  State  Superin- 
tendent power  to  inspect  and  classify  the  High  Schools  of  the 
State ;  however,  for  lack  of  funds  the  work  was  not  done  com- 
pletely until  Superintendent  Gass'  Administration. 

9.  The  Springfield  and  Maryville  Normals  were  estab- 
lished. 

10.  Superintendent  Carrington  also  advocated  better 
school  houses,  better  rural  schools  and  a  thorough  articulation 
among  the  various  schools  of  the  school  sj^stem.  He  was  a 
very  earnest  advocate  of  Agriculture  as  a  subject  for  the  ele- 
mentary school  curriculum,  and  in  a  large  measure  brought 


34  HISTORY  OF  EDUCATION. 

about  the  sentiment  which  added  that  requirement  as  one  of 
the  subjects  for  teachers'  certificates. 

(K)  Gass'  Administration. — In  January,  1907,  Howard 
A.  Gass  entered  upon  the  duties  of  State  Superintendent.  The 
following  are  the  more  important  achievements  of  his  adminis- 
tration : 

1.  During  the  latter  part  of  Mr.  Carrington's  adminis- 
tration the  General  Assembly  repealed  the  law  which  provided 
for  State  uniformity  of  text  books  in  such  a  way  as  to  leave 
the  whole  text  book  problem  unsettled,  consequently  the  Gen- 
eral Assembly  in  1907  passed  a  law  creating  a  "County  Text 
Book  Commission,"  whose  duty  it  is  to  select  text  books  for 
the  use  in  all  the  districts  of  the  county  except  cities  and 
towns  liaving  first-class  High  Schools.  This  Board  is  com- 
posed of  the  County  Superintendent,  one  teacher  appointed 
by  the  State  Board  of  Education  and  another  appointed  by 
the  County  Court  of  each  County.  By  this  law  State  uni- 
formity of  text  books  was  completely  abandoned  and  the 
County  made  the  unit  as  above  indicated. 

2.  The  Revised  Statutes  of  1909  amended  the  law  con- 
cerning the  consolidation  of  school  districts  so,  that  three  or 
more  weak  districts  might  avail  themselves  of  the  privilege  of 
consolidation.  This  was  a  revision  of  the  law  of  1899  and 
merely  cleared  up  some  of  the  details  of  that  law,  so  as  to 
make  the  plan  of  consolidation  better  understood. 

3.  The  minimum  school  term  was  extended  to  eight 
months,  provided  a  levy  of  forty  cents  on  the  one  hundred  dol- 
lars and  the  State  School  moneys  are  sufficient  to  maintain  the 
term  for  that  length  of  time.  The  same  law  also  provides  for 
State  aid  to  certain  weak  districts  which  are    not    able    to 


ELEMENTARY  SCHOOLS.  35 

maintain  the  eight  months'  term.    The  conditions  are  as  fol- 
lows: 

(a)  "The  district  must  have  an  area  of  not  less  than 
nine  square  miles  of  territory." 

(b)  "The  assessed  valuation  of  the  district  must  be 
forty  thousand  dollars  or  less." 

(c)  "That  it  has  not  less  than  twenty-five  pupils  of 
school  age  enumerated." 

(d)  "That  it  has  made  a  levy  of  sixty-five  cents  on  the 
one  hundred  dollars  valuation  for  school  purposes,  not  more 
than  twenty-five  per  cent,  of  said  levy  to  be  used  for  inci- 
dental purposes." 

(e)  ' '  The  teachers  must  be  paid  not  less  than  forty  dol- 
lars per  month." 

In  order  to  secure  such  aid  the  Directors  of  the  District 
must  make  a  formal  application  for  the  aid  to  the  County 
Clerk  on  or  before  June  15th,  and  the  County  Clerk  must 
compile  a  list  of  all  the  districts  asking  for  such  aid  and  send 
them  to  the  State  Superintendent  before  June  30th.  The 
State  Superintendent  then  deducts  the  total  amount  asked 
for  from  all  the  counties  of  the  State  before  the  general  State 
apportionment  is  made,  and  the  various  amounts  asked  for  as 
specific  aid  are  sent  back  to  the  County  Treasurers  at  the 
same  time  as  the  general  funds  for  the  ordinary  apportion- 
ment. (In  1910  one  hundred  weak  districts  were  aided  in  this 
way,  using  thirteen  thousand  dollars.) 

4.  The  General  Assembly  of  1909  passed  a  law  provid- 
ing for  State  wide  County  supervision.  This  was  the  most 
important  piece  of  legislation  enacted  during  the  last  quarter 
of  a  century.  It  will  be  remembered  that  County  Supervision 
was  abolished  in  1872,  and  a  law  was  passed  providing  that 


36  HISTORY  OF  EDUCATION. 

any  County  of  the  State  might  adopt  County  supervision  at 
any  annual  school  election  by  a  majority  vote  of  the  electors 
voting  at  that  meeting.  Under  this  act  twenty-four  Counties 
had  adopted  supervision,  but  this  was  a  very  slow  process, 
and  after  continual  effort  and  agitation  by  State  Superin- 
tendents, the  State  Teachers'  Association  and  all  the  leading 
educators  of  the  State,  for  thirty-sev^n  years,  we  now  have 
an  efficient  supervision  law. 

5.  Another  important  thing  accomplished  by  Superin- 
tendent Gass  is  his  undertaking  the  problem  of  rural  school 
inspection.  There  is  now  sent  out  an  Inspector  from  the 
office  clothed  with  power  to  inspect  and  approve  rural  schools. 
This  officer  gives  advice  to  the  various  school  officers  and  at 
the  same  time  enables  the  County  Superintendent  to  set  a 
standard  of  efficiency  for  the  schools  under  his  diarge. 

According  to  Superintendent  Gass'  report  of  1909,  a 
school  must  meet  the  following  conditions  before  it  can  be 
approved : 

(a)  It  must  have  an  eight  months'  termj  (h)  The  teacher 
must  hold  a  second  grade  or  higher  grade  certificate ;  (c)  The 
library  must  have  twenty  or  more  well  chosen  books ;  (d)  The 
State  or  county  course  of  study  must  be  followed;  (e)  Agri- 
culture must  be  taught  in  the  higher  grades ;  (f)  The  instruc- 
tion and  discipline  must  be  satisfactory ;  (g)  The  organization 
and  classification  must  be  satisfactory;  (li)  The  school  build- 
ing and  grounds  must  be  in  good  condition. 

"When  a  school  meets  the  above  conditions  it  must  be  in- 
spected and  may  be  approved  on  condition  it  can  score  80  out 
of  100  points  distributed  according  to  the  following  scheme: 


ELEMENTARY  SCHOOLS. 


37 


FORM  OF  REPORT.  DISTRICT  NO COUNTY,  MO. 


Scale  of  Points. 


Possible 
Score. 


Points 
allowed. 


CONDITION  OF  SCHOOL  BUILDING— 20  points. 

Outside,  well  painted,  well  preserved 

Inside,  walls  plastered,  painted  or  papered  and  clean 

Light,  windows  arranged  properly  and  provided  with  shades 
Ventilation,  provisions  for  lowering  windows  at  top,  etc.  .  .  . 

Floor,  tight,  smooth  and  clean 

Heating,  by  furnace  or  a  good  stove  properly  located  and 
jacketed  


APPARATUS  AND  EQUIPMENT  OF  BUILDING— 17  points. 
Black  Board,  smooth  surface  of  slate,  liquid  slating  or  paint 

ed  board,  easily  reached  by  smallest  pupil 

Desks,  well  preserved  and  well  adapted  to  the  sizes  of  the 

children 

Teacher's  desk  and  chair,  suited  to  use 

Bookcase,  well  made  and  provided  with  lock  and  key. . . . 

Pictures,  carefully  chosen  and  arranged 

Maps,  of  the  county.  State,  U.  S.,  etc.,  in  good  condition. 

Globe,  carefully  selected  and  in  good  condition 

Charts,  adapted  especially  to  beginning  grades 

Library,  books  chosen  so  as  to  meet  needs  of  pupils  (at  least 

dictionary) , 

Broom,  erasers,  individual  drinking  cups,  etc.,  in  good  con 

dition 


GROUNDS  AND  OUTBUILDINGS— 13  points. 

Grounds,  well  shaded,  drained,  fenced  and  good  size,  neatly 

kept 

Cistern,  good  walls  and  top,  with  pump  and  conveniently 

situated 

Outbuildings,    strongly    built,    properly    situated,    nicely 

painted  and  well  kept 


COURSE  OF  STUDY  AND  ORGANIZATION— 25  points. 

Course  of  Study,  State  or  county  followed 

Gradation,  uniformity 

No.  of  recitations,  not  exceeding  24 

Quarterly  and  final  examination  questions  used 

Agriculture,  taught  in  higher  grades 

Attendance,  regular,  prompt 

Tardies,  few  or  none 

System  of  records,  well  kept  and  accurate 


38 


HISTORY  OF  EDUCATION. 


FORM  OF  REPORT— Continued. 


Scale  of  Points. 


Possible 
Score. 


Points 
allowed. 


TEACHER,  THE— 25  points. 

Certificate,  second  grade  or  higher 

Salary,  to  be  $40  or  more  per  month 

Associations,  county,  township  and  state  attended  regularly 

Instruction,  careful  and  accurate 

Discipline,  kind  but  firm 

Reading  Circle,  member  of,  for  present  year 

Reports,    to    district     clerk     and     county    superintendent 
promptly  made 


Total. 


100 


Teacher. 
Clerk. . . 


Address . 
Address . 


County  Superintendent  of  Public  Schools. 

X.  SCHOOL  FINANCES.— Missouri's  Public  Schools 
are  supported  by  the  interest  on  the  "Common  School 
Fund,"  interest  on  "County  funds,"  interest  on  "Township 
funds,"  interest  on  "Special  District  fund,"  by  direct  appro- 
priation made  by  the  General  Assembly,  and  by  local  taxation. 

(A)  Common  School  Funds, — The  common  school 
funds  are  now  held  in  the  form  of  State  certificates  of  indebt- 
edness. These  funds  were  derived  from  the  sale  of  the  seven- 
ty-two sections  of  Saline  lands  and  other  lands  amounting  to 
more  than  1,200,000  acres. 

In  1838  enough  of  the  Saline  lands  had  been  sold  to 
amount  to  about  $40,000.00. 

1.  Distribution  of  Surplus  Revenue. — In  1836  Congress 
passed  an  Act  distributing  the  surplus  funds  in  the  National 
Treasury  to  the  several  States  according  to  the  number  of 
representatives    they    had    in    Congress.      Missouri    received 


ELEMENTARY  SCHOOLS.  39 

$382,335.30  as  her  share  of  this  fund,  and  in  1837  the  General 
Assembly  set  apart  this  sum  as  money  to  be  used  for  the  sup- 
port of  public  schools  and  at  the  same  time  this  money  and 
the  money  derived  from  the  sale  of  the  Saline  land  was  con- 
stituted a  permanent  fund  to  be  known  as  "The  Common 
School  Fund  of  Missouri."  It  was  also  provided  at  the  same 
time  that  no  part  of  the  above  fund  should  ever  be  spent  and 
that  it  should  accumulate  till  it  had  reached  the  sum  of  $500,- 
000.00  before  any  interest  was  appropriated  for  the  use  of 
the  schools. 

2.  The  Bank  of  the  State  of  Missouri  Chartered. — Great 
difficulty  was  experienced  in  finding  a  satisfactory  invest- 
ment for  these  funds,  consequently  the  Legislature  in  1837 
chartered  the  Bank  of  the  State  of  Missouri  with  the  provi- 
sion that  the  School  Funds  should  be  invested  in  the  stock 
of  this  Bank.  As  it  turned  out  this  was  a  very  unwise  invest- 
ment, as  the  dividends  from  the  stock  of  the  Bank  were  not 
paid  regularly  and  there  was  great  fluctuation  in  the  rate 
even  when  dividends  were  paid.  On  the  whole,  the  scheme 
was  never  satisfactory,  but  this  form  of  investment  continued 
until  1866,  when  the  Bank  stock  was  sold  to  Captain  J.  B. 
Eads  at  $108.50  per  share. 

3.  First  Distribution  of  Funds. — On  October  1,  1842, 
the  school  funds  amounted  to  $575,667.96,  all  of  which  were 
invested  in  stock  of  the  Bank  of  the  State  of  Missouri.  From 
1838  to  1842  the  funds  had  been  materially  increased  by  divi- 
dends from  the  Bank  to  the  amount  of  $123,010.43,  and  cer- 
tain other  sums  from  the  sale  of  Saline  lands,  so  that  the  fund 
amounted  to  $575,667.96.  At  this  time  occurred  the  first  dis- 
tribution of  funds  from  the  State,  which  amounted  to  sixty 
cents  per  child  or  $1,999.60.    Thirteen  Counties  participated 


40  HISTORY  OF  EDUCATION. 

in  this  distribution,  namely:  Benton,  Boone,  Clark,  Cole, 
Cooper,  Greene,  Lafayette,  Livingston,  Marion,  Monroe,  Ralls, 
Saline  and  Shelby. 

4.  Groivth  of  Funds. — In  April,  1857,  the  Saline  fund 
had  accumulated  $17,000.00  and  this  sum  was  invested  in 
twenty  Pacific  Railroad  bonds  of  $1,000.00  each,  though  the 
bonds  only  cost  $17,000.00.  In  1859,  $86,300.00  were  in- 
vested in  Bank  stock,  an  appropriation  being  made  by  the 
General  Assembly  to  pay  for  the  same.  Summing  up  the  sit- 
uation in  1860  there  was  invested  $678,967.96  in  stock  of  the 
Bank  to  the  credit  of  the  School  Fund. 

5.  Sale  of  the  State  Tobacco  Warehouse. — The  State 
owned  a  big  tobacco  warehouse  in  St.  Louis.  In  1865  the 
Legislature  directed  the  Governor  to  appoint  a  Commissioner 
to  sell  the  warehouse.  The  purchaser  was  to  be  required  to 
pay  one-third  of  the  money  at  the  time  of  the  contract  and 
the  remaining  two-thirds  were  to  be  made  in  equal  payments 
in  one  and  two  years,  for  which  the  purchaser  must  give 
notes  bearing  interest  at  six  per  cent,  until  paid.  Messrs. 
Jameson  and  Cotting  bought  the  warehouse  for  the  sura  of 
$132,000.00  and  immediately  paid  into  the  Treasury  of  the 
State  one-third  of  that  sum,  or  $44,000.00,  according  to  the 
terms  of  the  contract  mentioned  above.  The  net  proceeds  of 
this  transaction  were  placed  to  the  credit  of  the  school  funds. 

6.  Eads'  Transaction. — By  March,  1866,  the  stock  in 
the  Bank  amounted  to  $678,967.96,  showing  no  increase  since 
1860.  At  this  time  Captain  James  B.  Eads  bought  the  stock 
at  $108.50  per  share  of  $100.00  and  gave  in  payment  therefor 
bonds  and  coupons  of  the  State  to  the  amount  of  $718,235.25. 
This  transaction  reduced  the  State  debt  but  at  the  same  time 
used  the  School  Funds  for  doing  so.    By  this  transaction  the 


ELEMENTARY  SCHOOLS.  41 

above  mentioned  sum  was  wholly  unusuable  for  the  purposes  of 
providing  revenue  for  the  support  of  the  schools  and  left  the 
actual  available  funds  for  school  purposes  only  $153,389.38. 

7.  Money  Received  from  the  United  States  Govern- 
ment.— In  1866  the  State  of  Missouri  was  re-imbursed  for 
the  large  sums  of  money  she  had  expended  in  enrolling, 
equipping  and  maintaining  a  militia  force  employed  by  the 
United  States  Government  in  the  Civil  War.  This  sum 
amounted  to  more  than  $7,000,000.00,  and  in  as  much  as  the 
schools  had  received  practically  no  support  from  the  State 
during  that  time,  the  General  Assembly  in  March,  1867,  ap- 
propriated $1,500,000.00  to  be  used  for  the  benefit  of  the 
public  schools  and  the  State  Treasurer  was  authorized  to  in- 
vest the  same  in  United  States  Six  Per  Cent.  Bonds.  In  addi- 
tion to  the  above  amount  $57,987.86  had  accumulated  from 
payments  on  the  Jameson  &  Cotting  notes,  moneys  arising 
from  escheats,  etc. ;  the  same  was  also  invested  for  the  benefit 
of  the  Missouri  School  Fund.  At  various  times  from  1868  to 
1870  the  State  Board  of  Education  invested  surplus  school 
funds  in  United  States  Bonds  and  Missouri  Bonds,  so  that  with 
a  small  cash  balance  in  the  treasury  of  $4,886.78  at  the  close  of 
1870,  the  School  Funds  amounted  to  $1,674,986.78. 

8.  Certificates  of  Indebtedness  Issued. — Nothing  was 
done  in  the  matter  of  re-imbursing  the  School  Fund  for  the 
stock  involved  in  the  Eads'  transaction  and  no  interest  was 
paid  on  this  sum  until  March  9,  1872.  At  this  time  the  Legis- 
lature passed  an  Act  directing  the  State  Auditor  to  issue  a 
certificate  of  indebtedness  to  the  State  Board  of  Education 
as  Trustees  of  the  Public  School  Fund  for  the  sum  of  $900,- 
000.00,  with  interest  at  the  rate  of  six  per  cent,  payable  an- 
nually on  the  first  day  of  March.    Of  course,  it  is  evident  that 


42  HISTORY  OF  EDUCATION. 

this  transaction  was  designed  to  re-imburse  the  Common 
School  Fund  for  the  face  value  of  the  stock  sold  to  Eads, 
$661,976.96,  and  interest  thereon  at  the  rate  of  six  per  cent, 
from  July  1,  1866,  to  July  1,  1872.  At  various  times  the 
fund  was  increased  by  small  sums  so  that  in  January,  1875, 
it  amounted  to  $2,624,354.62,  invested  in  United  States  Six 
Per  Cent.  Bonds,  Missouri  Six  Per  Cent.  Bonds,  Certificate  of 
Indebtedness  and  cash. 

9.  Sale  of  United  States  Bonds. — In  December,  1875, 
the  State  Board  of  Education  directed  the  sale  of  the  United 
States  Six  Per  Cent.  Bonds  to  the  amount  of  $1,671,600.00. 
They  were  sold  at  a  premium  of  about  fourteen  and  a  half 
per  cent.  By  this  transaction  the  School  Funds  were  increased 
$277,400.00.  The  sum  of  money  derived  from  the  sale  of 
these  bonds  was  invested  in  Missouri  Six  Per  Cent.  Bonds  to 
the  amount  of  $1,949,000.00.  Small  sums  were  added  to  this 
amount  at  different  times  so  that  by  January,  1881,  the  School 
Fund  amounted  to  $2,909,792.66. 

10.  Consolidation  of  the  School  Funds. — In  March, 
1881,  the  General  Assembly  passed  an  Act  to  consolidate  the 
permanent  School  Funds,  consequently  in  July  that  same 
year  the  Board  of  Fund  Commissioners  issued  ''A  consoli- 
dated certificate  of  indebtedness"  for  $2,909,000.00,  payable 
in  thirty  years  after  date  with  interest  at  the  rate  of  six  per 
cent,  per  annum,  to  be  paid  on  the  first  day  of  January. 

11.  Notary's  Fees  Added  to  the  Funds.— In  1881,  the 
General  Assembly  enacted  a  Law  requiring  Notary's  fees  in 
cities  of  100,000  inhabitants  or  more,  to  be  set  aside  for  the  use 
of  the  Common  School  Fund.  Each  Notary  had  to  pay  a  fee 
of  $25.00.  From  this  source  during  the  years  1881-2  small 
sums  were  derived  and  credited  to  the  funds. 


ELEMENTARY  SCHOOLS.  43 

12.  Other  Certificates  of  Indehtedness. — In  March,  1883, 
five  additional  certificates  of  indebtedness  were  issued  to  the 
credit  of  the  School  Fund  amounting  to  $249,000.00,  bearing 
interest  at  the  rate  of  five  per  cent,  per  annum. 

13.  Renewal  of  Certificates  of  Indebtedness. — Except  for 
a  few  minute  details  no  other  Acts  by  the  Legislature  were 
passed  affecting  the  School  Funds  until  1902,  when  a  Constitu- 
tional Amendment  was  submitted  to  the  people  providing  for 
the  renewal  of  the  certificates  of  indebtedness  of  the  "Com- 
mon School  Funds ' '  and  also  an  Amendment  of  the  same  kind 
for  the  ' '  State  Seminary  Fund. ' '  This  Constitutional  Amend- 
ment carried  and  the  funds  are  now  held  in  this  form,  the 
amount  of  the  permanent  Common  School  Fund  at  present 
being  $3,159,000.00. 

(B)  Township  Funds. — In  1785  an  ordinance  was 
passed  by  Congress  which  defined  a  method  for  laying  out 
townships  and  sub-dividing  them  into  lots  of  640  acres  each, 
these  lots  to  be  numbered  from  1  to  36.  The  ordinance  closed 
with  the  following  directions  :  ' '  There  shall  be  reserved  the 
lot  number  sixteen  of  every  township  for  the  maintenance  of 
public  schools  within  the  said  township."  In  1787  an  ordi- 
nance was  passed  which  concerned  itself  with  the  organization 
for  the  government  of  the  territory  of  the  United  States  North- 
west of  the  Ohio  River.  In  this  ordinance  we  have  the  follow- 
ing definite  statement  concerning  schools:  "Religion,  morali- 
ty and  knowledge  being  necessary  to  good  government  and 
the  happiness  of  mankind,  schools  and  the  means  of  education 
shall  be  forever  encouraged."  This  ordinance  also,  as  did  the 
one  of  1785,  provided  that  lot  number  sixteen  should  be  given 
directly  for  the  permanent  support  of  schools.  In  1803  when 
the  United  States  acquired  the  Louisiana  Territory,  the  pro- 


44  HISTORY  OF  EDUCATION. 

visions  of  the  ordinance  of  1787  were  extended  to  include  that 
Territory,  consequently  when  Missouri  was  organized  as  a 
Territory  in  1812  this  provision  was  included  in  the  Territorial 
organization,  and  again  the  same  provisions  were  made  in  the 
Enabling  Act  for  the  Constitution  in  1820. 

1.  The  Sale  of  the  Sixteenth  Section. — The  Missouri  Leg- 
islature passed  an  act  in  1824  providing  for  the  appointment 
of  "Three  respectable  householders  in  every  township,  who 
should  be  the  commissioners  of  school  lands  in  their  respective 
townships.  Their  duties  and  powers  were  limited  to  leasing  the 
lands,  exacting  guarantees  for  their  preservation,  and  paying 
over  the  rents  to  the  County  Treasurer."  The  control  of  the 
school  lands  was  vested  in  this  Board  until  1831,  when  the 
Legislature  provided  for  the  sale  of  the  lands  constituting  the 
sixteenth  section,  and  an  agent  was  appointed  by  the  County 
Court  to  sell  the  lands  when  three-fourths  of  the  people  of  the 
township  wanted  them  sold.  Several  Legislatures  re-enacted 
this  provision  with  slight  changes  and  it  was  a  long  time  be- 
fore all  of  these  lands  were  sold.  More  than  1,200,000  acres 
of  land  have  been  sold  and  the  funds  now  amounting  to  $3,- 
923,294.30  are  credited  to  this  fund. 

(C)  County  Funds. — The  County  Funds  are  derived 
from  fines,  forfeitures,  the  sales  of  estrays  and  the  sale  of 
swamp  lands.  In  1858  the  General  Assembly  passed  an  Act 
giving  to  the  various  Counties  the  Swamp  lands  included  with- 
in them.  This  donation  amounted  to  more  than  4,000,000  acres 
of  land  and  the  funds  derived  from  all  of  the  above  mentioned 
sources  now  amount  to  $5,595,555.85.  These  funds  and  the 
township  funds  are  managed  by  the  County  Courts.  The  rev- 
enues arising  from  the  various  township  funds  being  credited 
to  the  several  townships  where  they  belong  and  the  interest 


ELEMENTARY  SCHOOLS.  45 

on  County  funds  apportioned  for  the  whole  County.  These 
funds  are  loaned  on  first  class  real  estate  by  means  of  a  first 
mortgage  for  not  more  than  half  of  the  value  of  the  real  estate. 

(D)  Special  Funds. — Special  Funds  are  derived  from 
special  gifts,  donations,  devises,  etc.,  and  belong  to  a  single 
district.  They  are  managed  by  the  district  and  only  the  in- 
terest can  be  used.  The  special  district  funds  of  the  State  now 
amount  to  $108,545.77. 

(E)  State  Appropriations. — The  Constitution  of  1875 
provided  that  not  less  than  twenty-five  per  cent,  of  the  Gen- 
eral Revenue  of  the  State  should  be  set  apart  for  the  support 
of  public  schools,  and  from  the  adoption  of  the  Constitution 
to  1887  each  General  Assembly  appropriated  regularly  twenty- 
five  per  cent,  of  the  general  revenue  for  that  purpose.  In  1887 
the  General  Assembly  provided  that  one-third  of  the  General 
Revenue  should  be  used  for  the  support  of  the  public  schools 
and  each  succeeding  General  Assembly  has  made  a  like  appro- 
priation. Taking  into  account  the  amounts  derived  from  all 
of  the  above  sources  from  1842  to  1909  more  than  $35,000,- 
000.00  have  been  appropriated  for  the  support  of  the  common 
schools,  and  this  sum  does  not  include  the  Normals,  the  Univer- 
sity or  any  of  the  special  schools  of  the  State. 

(F)  Local  Taxation: 

1.  The  Act  of  1835. — This  Act  allowed  a  rate  of  three 
and  one-third  cents  per  hundred  dollars,  provided  the  levy  re- 
ceived a  two-thirds  vote  in  the  County.  However,  since  it  re- 
quired a  two-thirds  majority  vote,  which  had  to  be  taken  all 
over  the  County  on  the  proposition,  practically  nothing  ever 
came  from  the  provision. 

2.  The  Act  of  iS5P.— Under  the  Act  of  1839  districta 


46  HISTORY  OF  EDUCATION. 

could  be  taxed  for  building  purposes  to  the  amount  of  fifty 
per  cent  of  the  general  rate  for  State  Revenue  purposes.  This 
Act  also  allowed  the  making  of  ' '  rate  bills ' '  which  were  issued 
by  the  local  Boards,  but  the  plan  was  never  satisfactory. 

3.  The  Act  of  1853. — One  of  the  serious  defects  of  the 
laws  of  1853  was  that  no  provision  whatever  was  made  for 
local  taxation. 

4.  The  Parker's  Laws. — Under  the  Parker  Laws  provision 
was  made  for  local  taxation,  but  it  is  not  worth  while  to  go 
into  details  of  the  provision  for  the  reason  that  the  laws  were 
never  enforced  to  any  considerable  extent. 

5.  The  Constitution  of  1875. — Article  X  which  deals  with 
the  subject  of  Taxation,  makes  ample  provision  for  local  tax- 
ation as  follows :  ' '  For  School  purposes  in  districts  composed 
of  cities,  which  have  one  hundred  thousand  inhabitants  or 
more,  the  annual  rate  on  property  shall  not  exceed  sixty  cents 
on  the  hundred  dollars  valuation,  and  in  other  districts  forty 
cents  on  the  hundred  dollars  valuation :  Provided,  the  afore- 
said annual  rates  for  school  purposes  may  be  increased  in  dis- 
tricts formed  of  cities  and  towns  to  an  amount  not  to  exceed 
one  dollar  on  the  hundred  dollars  valuation,  and  in  other  dis- 
tricts to  any  amount  not  to  exceed  sixty-five  cents  of  the  hun- 
dred dollars  valuation,  on  the  condition  that  a  majority  of  the 
voters  who  are  taxpayers,  voting  at  an  election  held  to  decide 
the  question,  vote  for  said  increase.  For  the  purpose  of  erect- 
ing public  buildings  in  counties,  cities  or  school  districts  the 
rates  of  taxation  herein  limited  may  be  increased  when  the 
rate  of  such  increase  and  the  purpose  for  which  it  is  intended 
shall  have  been  submitted  to  a  vote  of  the  people,  and  two- 
thirds  of  the  qualified  voters  of  such  county,  city  or  school 
district  voting  at  such  election  shall  vote  therefor. ' ' 


ELEMENTARY  SCHOOLS.  47 

(G)  School  Hoiises. — The  strviggle  to  secure  good 
buildings  and  equipments  for  the  rural  school  has  been  a  long 
and  somewhat  unsatisfactory  one.  One  of  the  early  charac- 
terizations of  the  buildings  was  made  during  the  time  that  the 
Hon.  John  W.  Henry  was  Superintendent  of  Common  Schools, 
in  the  following  language :  "With  regard  to  our  district  school 
houses,  they  are  of  the  old  kind,  ten  by  twelve  log  cabins,  with 
one  door  in  the  middle,  and  one  oblong  window  extending 
from  the  door  casing  to  the  corner  of  the  house.  Who  has  seen 
one,  has  seen  the  counterpart  of  nine-tenths  of  the  school 
houses  in  the  State;  low,  dismal,  dreary  things,  in  an  open 
space  to  themselves,  with  missiles  of  every  description  scattered 
around  them,  even  the  view  cause  enough  for  the  fever  and 
ague  to  the  neighborhood.  No  human  master  would  cabin  his 
negroes  in  such  noisome  dens,  and  yet,  with  an  inexplicable 
infatuation,  affectionate  parents  send  their  children  there  to 
sit  and  sweat  a  whole  summer  day,  to  acquire  habits  of  neatness 
and  order,  and  a  love  of  knowledge.  The  long  summer  days 
that  I  have  sat  in  such,  upon  a  hard  bench,  with  a  back  as 
straight  as  a  corset,  enjoying  not  only  the  birds  flitting  about 
at  liberty,  in  which  was  poetry,  but  even  the  little  pigs  wal- 
lowing in  their  filth  are  graven  upon  my  memory  as  with  sharp 
steel;  and  often,  in  this  State  have  I  been  reminded,  by  the 
school  houses,  of  those  wretched  days."  The  above  picture 
seems  a  rather  severe  one,  but  no  doubt  there  are  a  good  many 
elements  of  tinith  in  it,  for  we  know  that  it  was  a  long  time  be- 
fore the  crude  log  school  house  passed  away.  Superintendent 
Parker  in  his  report  for  1869  congratulates  the  State  upon  the 
fact  that  comfortable  school  houses  have  now  taken  the  place 
of  the  old  fashioned  ones  similar  to  those  described  above; 
however,  it  is  not  conceivable  that  a  complete  change  could  have 


48  HISTORY  OF  EDUCATION. 

taken  place  between  the  dates  1853  and  1869.     In  fact  we 
know  very  well  that  Superintendent  Parker's  view  is  quite 
too  "rosy"  for  the  facts.     The  log  school  house  and  many 
others  equally  as  unsanitary  and  unsightly  persisted  for  quite 
a  long  time  after  1869,  though  no  doubt  many  good  school 
houses  were  constructed  during  the  latter  part  of  Mr.  Parker's 
administration.    At  the  same  time  we  need  only  to  look  over 
the  reports  of  subsequent  Superintendents  to  see  how  much 
effort  all  of  them  gave  to  secure  better  school  buildings.    Some 
very  interesting  model  plans  are  to  be  found  in  the  old  Mis- 
souri Journal  of  Education  published  in  1868.    All  the  State 
Superintendents  from  Monteith  to  Gass,  gave  more  or  less  at- 
tention to  the  problem  of  the  rural  school  house,  and  Superin- 
tendent Kirk  had  prepared  a  model  rural  school  house  which  he 
exhibited  and  talked  about  a  great  deal,  but  even  this  was  not 
sufficient  to  do  away  with  all  the  so-called  "box  car"  school 
houses   in   the   State.     Both  Mr.   Carrington   and  Mr.   Gass 
through  the  Missouri  School  Journal,  their  public  addresses 
and  State  reports  emphasized  the  great  need  of  better  school 
houses  for  rural  schools.     Even  now  with  all  this  agitation 
there  are  still  many  very  poor  school  houses  in  the  State,  so 
that  it  will  be  necessary  for  school  officers  to  keep  up  the  efforts 
to  secure  more  ideal  surroundings  for  the  children  who  attend 
rural  schools.    At  present  the  County  Superintendent  and  the 
scheme  for  rural  school  "approval"  wdll  no  doubt  do  much 
to  dispose  of  the  unsanitary  rural  school  house. 


CHAPTER  II. 

SECONDARY  SCHOOLS. 


I.  CLASSIFICATION.— The  secondary  schools  of  Mis- 
souri may  be  classified  broadly  as  Academies  and  High  Schools, 
but  we  need  to  have  in  mind  that  the  Academy  includes  the 
Female  Seminary  as  well  as  the  typical  boys  Academy,  and 
also  the  Military  School  as  it  is  organized  at  present, 

(A)  Academies. — Historically  considered,  it  seems 
probable  that  the  Academy  is  an  outgrowth  of  the  old  English 
Grammar  School  which  was  established  in  New  England  dur- 
ing the  Colonial  times.  It  is  probable  also  that  it  partook 
somewhat  of  the  nature  of  the  great  English  Public  Schools. 
It  seems  quite  possible  also  that  some  factors  from  the  German 
Gymnasia  and  the  French  Lycee  entered  into  the  making  of 
the  American  Academy.  So  far  as  the  States  of  the  Central 
West  are  concerned,  the  Academy  is  pretty  much  a  counterpart 
of  the  New  England  type  such  as  "Phillip's  Exeter"  and 
* '  Phillip 's  Andover ; ' '  then,  too,  there  were  some  good  Acade- 
mies in  the  Southern  States,  notably  Virginia  and  Kentucky, 
and  these  no  doubt  serve  as  models  for  some  of  the  Missouri 
Academies.  In  general,  it  seems  that  the  Academies  in  Mis- 
souri might  be  put  in  two  classes  with  reference  to  the  State. 
Those  which  receive  a  charter  from  the  State  Legislature  and 
those  which  are  incorporated  under  the  general  laws  for  part- 
nerships without  any  special  charter  being  obtained  from  the 
Legislature. 

(49) 
E— 4 


50  HISTORY  OF  EDUCATION. 

1.  Chartered  Academies. — The  first  Academy  chartered 
by  the  State  was  the  Ste.  Genevieve  Academy,  which  was 
granted  a  charter  in  June,  1808,  and  by  1830  eight  other 
Academies  were  chartered  as  follows:  Jackson,  Potosi,  St. 
Charles,  St.  Mary's,  Boonville,  Fayette,  Franklin  and  Louisi- 
ana. 

(a)  Co-educational. — Almost  invariably  the  charter  pi-o- 
vided  that  the  Academy  should  be  co-educational,  but  as  a 
matter  of  fact  not  many  girls  attended  the  early  Academy,  for 
in  most  cases  the  parents  did  not  believe  in  co-education.  It 
was  generally  provided  also  in  the  charter  that  children  of 
the  poor  and  Indians  might  attend  the  school  free;  especially 
was  this  true  if  the  Academy  expected  to  obtain  any  support 
from  the  State. 

(h)  How  Supported. — These  Academies  were  supported 
by  tuition  fees,  donations,  and  in  some  cases  they  received 
public  lands  from  the  State,  in  consideration  of  which  they 
were  to  educate  the  poor  children  of  the  district.  In  a  few 
cases  special  privileges  were  granted  them  in  the  matter  of 
raising  money  by  lotteries,  etc.  The  Potosi  Academy  had  the 
privilege  of  using  the  lottery  scheme.  Richmond  Academy 
controlled  the  whole  matter  of  education  in  that  town  and 
sent  an  enumeration  of  the  school  children  to  the  State  Super- 
intendent ;  by  this  plan  they  were  to  receive  their  pro  rata  of 
the  school  money. 

(c)  Means  of  Control. — Invariably  the  Academy  was  con- 
trolled by  a  Board  of  Trustees,  the  number  of  which  was  not 
uniform,  and  this  Board  was  made  a  corporate  body  which 
selected  the  teachers,  and  paid  them.  They  managed  the 
affairs  of  the  school  also.  The  corporation  was  made  up  alto- 
gether of  those  who  had  subscribed  from  five  to  ten  dollars  to 


SECONDARY  SCHOOLS.  51 

the  Institution;  at  least  only  those  who  had  subscribed  were 
eligible  to  become  Trustees. 

(d)  Course  of  Study. — As  indicated  in  the  Chapter  on 
Elementary  Schools  each  Academy  had  two  departments, 
namely :  The  Junior  Branch  in  which  was  studied  Literature, 
Reading,  Writing,  Arithmetic  and  sometimes  History  and 
Geography;  and  The  Senior  Branch  in  which  was  studied,  at 
first,  the  English  Language,  French  and  the  Sciences,  but  very 
soon  this  branch  included  many  other  subjects,  and  the  very 
best  ones  usually  included  the  following :  Rhetoric,  Logic,  Bot- 
any, Chemistry,  Astronomy,  Natural  Philosophy,  Mental  and 
Moral  Science,  History,  Algebra,  Geometry,  Trigonometry, 
Surveying,  Latin,  Greek,  Declamation  and  Composition. 

(e)  Growth  in  Numbers. — By  the  opening  of  the  Civil 
War,  the  State  had  chartered  more  than  one  hundred  institu- 
tions, organized  on  the  lines  indicated  above.  In  the  year  1855 
no  less  than  twenty  were  organized,  but  during  the  Civil  War 
comparatively  few  new  charters  were  granted.  It  seems  that 
a  fair  estimate  of  the  number  in  1875  would  be  about  one  hun- 
dred ten,  and  from  that  time  on  very  few  were  chartered  by 
the  State,  as  the  public  High  School  was  then  coming  into  use. 
In  this  connection  it  might  be  recalled  that  the  Geyer  Act  of 
1839  had  provided  for  the  Academy  as  a  part  of  the  State 
system  which  had  been  outlined  in  Jefferson 's  plan,  but  in  1843 
the  State  amended  the  Act  so  as  to  do  away  with  the  secondary 
school  section,  at  least  in  so  far  as  to  make  any  provision  for 
its  support  from  the  State  revenue. 

(f)  Bridgeton  Academy. — One  of  the  most  interesting  of 
all  the  chartered  academies  was  the  Bridgeton  Academy,  lo- 
cated in  St.  Louis  County,  chartered  in  1864.  This  Academy 
was  unique  in  its  management,  in  that  the  Trustees  had  to  call 


52  HISTORY  OF  EDUCATION. 

a  town  meeting,  at  least  once  a  year,  to  explain  to  the  citizens 
all  the  affairs  of  the  institution.  The  charter  also  provided 
that  a  public  examination  of  all  the  students  should  be  con- 
ducted at  least  once  a  year.  This  corporation  kept  up  its 
organization  until  1909,  when  it  was  disorganized  by  the  Leg- 
islature and  allowed  to  form  a  regular  public  school  district. 

2.  TJncliartercd  Academies.— T\\q  unchartered  Acade- 
mies were  organized  on  the  same  general  plan  as  those  having  a 
charter.  They  were  controlled  by  a  Board  of  Trustees  who 
selected  the  teachers  and  determined  the  course  of  study. 
These  schools  were  supported  in  the  same  manner  as  the  char- 
tered Academies,  except  tliat  they  could  not  receive  any  lands 
or  other  support  from  the  State.  No  less  than  one  hundred 
unchartered  Academies  existed  in  the  State  at  the  beginning 
of  the  Civil  war.  The  most  of  them  were  closed  during  the 
Civil  War  and  many  of  them  never  re-opened.  A  few  such 
schools  were  organized  after  the  War,  but  it  seems  that  these 
schools  have  about  the  same  history  after  the  War  as  the 
chartered  Academies,  and  for  the  same  reason,  the  public  High 
School  being  organized  to  take  their  place. 

(a)  Female  Seminaries. — Many  Female  Seminaries  were 
organized  on  a  basis  very  similar  to  the  unchartered  Acade- 
mies, the  first  one  being  established,  as  early  as  1820,  in  St. 
Louis.  From  1837  to  1855  is  the  period  when  the  greatest 
number  was  organized.  They  were  organized  generally  as 
boarding  schools,  or  at  least,  there  was  a  boarding  department. 
Among  the  first  may  be  mentioned  "Elizabeth  Aull  Semi- 
nary", organized  at  Lexington  in  1820;  "Lindenwood  Col- 
lege", organized  in  St.  Charles  in  1830;  "Howard  Payne  Col- 
lege", located  at  Fayette,  which  was  organized  in  1844;  "Bap- 
tist   Female    College",    at    Lexington,    organized    in    1849; 


SECONDARY  SCHOOLS.  53 

Christian  College,  Columbia,  1851;  Clay  Seminary,  Liberty, 
in  1855 ;  ' '  Carthage  Female  Academy ' '  and  two  female  acade- 
mies were  organized  in  St.  Joseph.  The  Roman  Catholic 
Church  began  organizing  Female  Seminaries  very  early  in  and 
around  St.  Louis,  and  they  still  have  a  great  many  throughout 
the  State.  In  fact  as  late  as  1910  thej^  had  between  thirty  and 
forty  Female  Seminaries  located  principally  in  St.  Louis, 
Kansas  City,  St.  Joseph  and  Joplin.  They  have  also  some  oth- 
ers in  the  larger  towns  of  the  State.  Of  the  sixty  Academies 
and  Seminaries  reported  to  the  State  Superintendent  in  1910, 
about  half  of  them  were  under  the  control  of  the  Roman 
Catholic  Church. 

(b)  Military  Academics. — The  Military  Academy  repre- 
sents a  peculiar  type  of  organization  grafted  on  the  old  time 
Academy.  At  present  there  are  eight  w^ell  knov/n  Military 
Academies  in  the  State :  Kemper,  at  Boonville,  which  was  first 
organized  as  a  family  boarding  school  for  boys,  but  which 
finally  took  on  the  military  organization;  St.  Charles,  located 
at  St.  Charles;  Wentworth,  located  at  Lexington;  Welsh,  lo- 
cated at  Columbia ;  Missouri  INIilitary  Academy  at  INIexico ; 
Kirkwood,  at  Kirkwood ;  and  Blees,  at  Macon,  make  up  the  list. 
In  a  limited  way  these  schools  are  now  under  the  control  of  the 
United  States  Government  in  as  much  as  a  regular  army  officer 
is  usually  stationed  at  them,  and  the  Government  also  furnishes 
a  good  deal  of  the  military  equipment.  Each  year  they  are  in- 
spected by  United  States  Army  Officers  and  are  rated  by  the 
Government  as  a  result  of  this  inspection.  They  belong  to  the 
State  Militia  and  the  officers,  including  the  teachers  of  the 
school,  are  commissioned  by  the  State,  and  are  subject  to  mil- 
itary duty  in  case  the  State  needs  troops.  It  should  be  added 
that  the  University  maintains  a  military  organization  which 


54  HISTORY  OF  EDUCATION. 

is  voluntary,  and  it  is  also  under  the  control  of  the  United 
States  Government,  through  an  Officer  who  is  detailed  by  the 
War  Department.  The  Government  furnishes  the  ordinary 
equipment  for  this  department. 

3.  Decline  of  the  Academy. — Dexter  reported  in  1850, 
that  there  were  204  Academies  in  the  State,  in  which  there 
were  eight  thousand  eight  hundred  twenty-nine  students 
taught  by  three  hundred  sixty-eight  teachers.  The  State 
Superintendent's  Report  for  1910  includes  only  about  sixty 
Academies,  Girl's  Seminaries  and  Co-educational  Academies. 
It  is  quite  probable  that  not  all  of  the  Academies  in  the  State 
are  included  in  this  number.  But  at  the  same  time  this  Report 
shows  the  great  decrease  in  the  number  of  Academies  in  oper- 
ation at  that  time. 

The  Church  very  early  took  an  interest  in  the  formation 
and  support  of  the  Academy,  but  it  did  not  keep  up  its  interest 
after  the  public  High  School  was  opened.  It  seems  fair  to  say, 
that  the  great  cause  for  the  decline  of  the  Academy  is  to  be 
found  in  the  fact  that  great  changes  came  to  the  social  and 
political  conditions  in  the  State  after  the  Civil  "War.  The  old 
Academy  was  always  more  or  less  an  aristocratic  institution  in 
its  support  and  patronage,  so  that  when  these  changes  came, 
involving  a  more  democratic  feeling  in  society,  the  Academy 
had  to  give  way  to  a  more  democratic  institution.  At  present 
some  Academies  are  still  persisting  because  of  an  organization 
meeting  a  certain  special  want,  and  some  others  because  the 
community  is  not  thickly  enough  settled  to  provide  for  the 
High  School.  The  author  realizes  that  it  is  hardly  fair  to  call 
all  the  girls'  schools  Academies,  because  a  number  of  them 
have  extended  their  curriculums  to  include  some  College  work. 
In  fact,  a  number  of  them  (which  are  still  in  existence)  offer 


SECONDARY  SCHOOLS.  55 

about  two  years  of  the  ordinary  college  work;  and  the  same 
may  be  said  for  a  good  many  of  the  men's  Academies  and  co- 
educational Academies  which  are  still  in  existence,  but  the 
limits  of  this  discussion  will  not  allow  any  treatment  of  them. 

(B)     High  Schools: 

1.  Influences  in  the  Organization. — (a)  The  American 
High  School  is  really  a  product  of  the  spirit  of  democracy. 
The  Grammar  School  and  Academy  were  "old  world"  institu- 
tions and  were  aristocratic  in  organization  and  curriculum. 
The  people  wanted  a  share  in  the  control  of  education,  conse- 
quently the  High  School  was  organized  by  them.  This  organ- 
ization being  vested  directly  in  a  Board  which  is  responsible  to 
the  people.  While  it  is  true  that  the  High  School  is  more  dem- 
ocratic than  the  Academy,  it  is  also  true  that  much  remains 
to  be  accomplished  in  the  matter  of  making  its  curriculum 
thoroughly  democratic. 

(1))  The  Missouri  State  Teacher's  Association  through  a 
Committee,  appointed  in  1886  at  its  annual  meeting,  prepared 
a  plan  of  co-operation  between  the  High  Schools  and  the  Uni- 
versity. They  also  invited  the  Academies  and  Colleges  to 
share  in  the  initiation  of  that  plan.  The  Committee  submitted 
its  report  to  the  State  Teachers'  Association  in  June,  1888. 
The  report  is  as  follows: 

"1.  It  is  recommended  that  High  Schools  and  Acade- 
mies, wishing  to  co-operate  with  the  University,  include  in  their 
course  of  study  everything  found  in  the  first  two  years  of  the 
curricula  on  pages  136-7  of  the  University  Catalogue  for 
1886-7,  except  Greek,  German,  Zoology,  Chemistry  and  Phys- 
ics; and  include  additional.  United  States  History,  American 
Literature,  Civil  Government,  Physiology  and  Hygiene,  Phys- 
ical Geography,  Higher  Algebra,    (as  far  as  the  Theory  of 


56  HISTORY  OF  EDUCATION. 

Equations)  ;  but  the  language  must  by  no  means  be  under- 
stood to  recommend  the  omission  of  any  of  the  excepted  stud- 
ies from  the  High  School  curricula." 

"2.  It  is  earnestly  recommended  that  Latin,  as  much  as 
is  taught  in  the  first  two  years  of  the  Art  Course,  be  taught  in 
High  Schools  and  Academies  whenever  practicable." 

"3.  If  any  High  School  or  Academy  shall  omit  Latin 
from  its  curriculum,  certificates  from  such  school  shall  admit 
to  regular  standing  in  the  third  year  of  the  University  Science 
Course  only." 

"4.  Elementary  instruction  in  Physics  and  Chemistry, 
as  much  as  is  represented  by  Gage's  Physics  and  Shepard's 
Chemistry,  is  recommended  as  most  desirable  in  the  High 
School  and  as  a  goal  to  be  steadily  striven  for,  if  not  generally 
obtainable. ' ' 

"5.  The  instruction  in  the  High  School  is  to  be  the  just 
and  full  equivalent  of  the  corresponding  instruction  in  the 
University,  as  to  which  matter  and  others  not  here  treated  in 
detail,  communication  with  the  heads  of  the  proper  depart- 
ments in  the  University  is  recommended." 

"6.  When  any  High  School  or  Academj'^  shall  conform 
its  course  of  instruction  and  the  instruction  itself,  to  the  above 
recommendations,  a  certificate  of  graduation  from  such  scliool 
shall  admit  the  bearer,  without  examination,  to  the  third  year 
in  the  present  University  curricula.  As  to  what  evidence  of 
the  conformity,  here  referred  to,  shall  be  accepted,  the  Com- 
mittee can  make  no  positive  recommendation  beyond  a  hearty 
approval  of  the  precedent  of  Michigan." 

After  considerable  discussion  on  the  report  two  addi- 
tional sections  were  submitted  as  amendments  to  the  report  as 
follows : 


SECONDARY  SCHOOLS.  57 

"7.  It  is  the  sense  of  this  meeting  and  it  is  hereby  reo- 
ommended  (a)  that  at  the  end  of  two  years,  the  present  re- 
quirements for  admission  to  the  regular  University  curricula 
be  extended,  so  as  to  include  the  elementary  instruction  in 
Chemistry  and  Physics  referred  to  in  paragraph  (4)  above, 
and  (b)  that  at  the  same  time  the  University  omit  from  all  its 
curricula,  as  now  laid  out  for  the  first  two  years,  relegating 
all  such  preparatory  work  as  there  prescribed  to  the  High 
School  and  the  Academy  where  it  of  right  belongs;  the  pur- 
pose being  (a)  to  stimulate  the  proper  teaching  of  elementary 
science  in  the  High  School,  and  (b)  to  disencumber  the  Uni- 
versity and  align  it  with  the  better  like-named  Seminaries  in 
our  land. ' ' 

' '  8.  The  private  Colleges  of  the  State  are  hereby  invited 
to  co-operate  with  the  University  and  High  Schools  in  unify- 
ing the  educational  system  of  the  State." 

As  amended  the  above  report  was  finally  unanimously 
adopted.  It  is  now  perfectly  clear  that  this  plan  of  co-opera- 
tion did  very  much  to  stimulate  the  organization  of  High 
Schools  throughout  the  State  and  it  may  be  said  that  this  is 
the  beginning  of  the  accrediting  system  for  High  Schools. 

(c)  The  TJniversity  Preparatory  Course. — The  above  plan 
of  co-operation  was  accepted  by  the  University  and  its  prepar- 
atory course  was  revised  in  1889  in  such  a  way  as  to  meet  the 
conditions  imposed  by  the  plan  above  described.  It  seems 
worth  while  to  quote  that  course  in  full,  which  is  as  follows : 


58 


HISTORY  OF  EDUCATION. 


First  Year — First  Semester. 


Number 

times 
per  week. 


English  Grammar 

Mathematics,  Algebra  and  Geometry 

Physiology  and  Hygiene 

Civil  Government 

Military  Science  (Not  required) 

Second  Semester 

English  (Elementary  Rhetoric) 

Mathematics,  Algebra  and  Geometry 

Botany 

Military  Science  (Not  required) 

Bookkeeping  (Not  required) 


Second  Year — First  Semester. 


Number 

times 
per  week. 


English  (Advanced  Grammar) 

Mathematics  (Algebra  and  Geomerty) 

Latin 

Physical  Geography 

Zoology  (Not  required) 

Second  Semester. 

English,  U.  S.  History  and  American  Literature 

Mathematics  (Algebra  and  Geometry) 

Latin 

Physics  (Not  required) 

Drawing  (Not  required) 


The  above  course  furnishes  a  standard  for  High  Schools 
and  in  its  report  to  the  State  Superintendent  for  the  year  1889 
the  University  offers  this  course  with  the  statement  that  it  is 
quite  within  the  capacity  of  a  majority  of  High  Schools  and 
Academies  in  the  State.  That  report  furthermore  states 
that  such  schools  a,s  meet  this  requirement  may  be  enrolled  on 


SECONDARY  SCHOOLS.  59 

the  "Approved  List  in  the  University  catalogue."  It  may  be 
well  to  note  in  this  same  connection  that  the  General  Assembly 
in  1893  required  the  University  to  discontinue  all  preparatory 
work  and  that  the  University  did  so  in  1897. 

(d)  Report  of  the  Committee  of  Ten,  appointed  by  the 
National  Educational  Association  in  1892,  was  submitted  in 
1893.  This  Committee  took  into  consideration  the  whole  High 
School  situation  and  reported  four  parallel  courses  as  stand- 
ards to  be  used  in  High  Schools.  They  were  each  four  years 
in  length  and  named,  Classical,  Latin  Scientific,  ]\Iodern  Lan- 
guage and  English  courses. 

(e)  The  Missouri  College  Union  was  formed  in  1896,  and 
among  other  things  accomplished  by  that  Union  was  the  adop- 
tion of  the  above  mentioned  courses  of  instruction  for  sec- 
ondary schools.  These  courses  were  adopted  practically  as 
reported  by  the  Committee  of  Ten,  and  as  observed  in  the 
Chapter  on  the  College  Union,  have  been  virtually  the  stand- 
ard for  High  Schools  and  Academies  from  that  time  to  the 
present. 

(f)  A  Committee  on  College  Entrance  Requirements  was 
appointed  by  the  National  Educational  Association  in  1895 
and  its  final  report  was  made  in  1899.  The  above  mentioned 
courses  were  slightly  modified  by  this  report  but  in  no  very 
essential  way,  the  principal  work  of  the  committee  being  in 
the  clearer  definitions  of  the  various  units. 

(g)  A  University  Inspector  was  appointed  very  early  in 
President  Jesse's  administration  of  the  State  University, 
which  began  in  1891.  It  was  this  Officer's  duty  to  visit  ap- 
proved High  Schools,  and  others  seeking  approval,  to  deter- 
mine whether  or  not  they  met  the  standards  required  by  the 
University. 


60  HISTORY  OF  EDUCATION. 

(h)  The  State  Superintendent  was  granted  authority  to 
inspect  and  classify  High  Schools  in  1903 ;  however  on  account 
of  the  lack  of  funds  not  much  was  accomplished  by  that  officer 
till  1907,  vrhen  an  appropriation  was  made  to  pay  a  High 
School  Inspector  who  was  to  be  an  Officer  in  the  State  De- 
partment. 

Not  all  of  the  factors  which  have  made  the  Missouri  High 
School  are  enumerated  in  the  above  list,  but  it  is  quite  certain 
that  the  above  are  the  more  important. 

2,  Hoiv  Estahlished. — (a)  The  early  High  Schools  in 
the  State  were  established  by  the  local  City  or  Town  Board, 
virtually  without  any  actual  authority  to  do  so.  They  did 
this  under  the  provision  of  the  Laws  of  1874  which  gave  them 
the  right  to  make  "all  needful  rules  for  the  organization, 
grading  and  government"  of  the  schools  under  their  juris- 
diction. The  law  expressly  provided  that  the  common  school 
branches  should  be  taught,  but  there  was  nothing  in  it  to  pre- 
vent Boards  from  ha^dng  other  subjects  taught,  W'hen  there 
was  a  necessity  for  them  and  the  teachers  were  willing  to 
assume  this  added  burden.  Superintendent  John  Monteith  in 
his  report  for  1874  in  discussing  this  matter,  said  that  it  was 
entirely  a  local  problem  as  to  whether  or  not  a  Board  should 
provide  for  a  High  School  department.  He  further  stated 
that  such  a  matter  should  be  determined  by  the  public  senti- 
ment of  the  community,  and  that  whenever  there  are  children 
ready  for  the  High  School  work  and  the  people  are  willing  to 
assume  the  burden  of  an  additional  tax,  it  is  quite  proper  to 
establish  the  High  Scliool.  This  legal  status  of  the  early  High 
School  occasioned  much  discussion  among  educators  and  in 
the  local  community  where  there  was  a  growing  need  for  such 
an  instihition.     Even  Dr.  Laws,  then  President  of  the  Uni- 


SECONDARY  SCHOOLS.  61 

versity,  on  several  oecasions  expressed  very  grave  doubts  as 
to  whether  or  not  the  local  community  should  undertake  the 
burden  of  supporting  a  High  School.  In  fact,  he  was  some- 
Vv'hat  of  the  opinion  that  such  work  should  be  left  to  the 
preparatory  departments  of  the  University  and  Colleges  in 
the  State.  At  the  same  time,  about  1875,  the  agitation 
for  High  Schools  was  being  carried  on  in  the  States  of  the 
Mississippi  Valley,  notably  Illinois,  Indiana,  Michigan,  Wis- 
consin and  Minnesota.  The  result  of  all  this  agitation  and 
discussion  was  that  without  any  very  definite  legal  status  in 
many  of  these  States  the  High  School  simply  came  into  being 
to  meet  the  needs  of  the  people  who  wanted  more  advanced 
work  than  the  ordinary  elementary  school  could  afford.  Mis- 
souri simply  joined  in  this  movement  in  the  estal)lishment  of 
her  early  High  Schools. 

(b)  The  laws  of  1883  make  a  definite  provision  for  the 
establishment  of  High  Schools.  Section  7146  of  those  laws  pro- 
vide that  "The  Board,  as  soon  as  means  will  permit,  shall  estab- 
lish an  adequate  number  of  primary  schools,  similar  in  grade 
to  those  of  other  public  school  districts,  and  also  a  suitable 
number  of  schools  of  a  higher  grade,  in  which  other  studies 
may  be  pursued,  not  provided  for  in  the  primary  schools." 
This  provision  gives  cities,  towns  and  villages  the  right  to 
establish  and  maintain  High  Schools,  and  in  some  measure 
stopped  the  debate  with  regard  to  the  Boards  having  authority 
to  organize  High  Schools.  The  laws  of  1909  simply  elaborate 
the  principle  enunciated  in  this  article,  and  this  is  the  general 
provision  under  which  all  the  High  Schools  of  the  State  are 
now  organized,  except  the  cities  which  have  been  grantei 
special  charters  by  the  General  Assembly. 

(c)  The  laws  of  1885  made  provisions  for  the  "formation 


62  HISTORY  OF  EDUCATION. 

of  a  central  school  district. ' '  "  Section  7055  of  those  laws  is  as 
follows :  ' '  Whenever  it  may  be  the  desire  of  any  two  or  more 
districts  in  any  one  County  in  this  State  to  combine  for  the 
purpose  of  establishing  and  maintaining  a  central  graded 
scliool  for  the  benefit  of  said  district,  upon  the  application 
therefor  to  the  Directors  of  the  districts  thus  proposed  to  be 
united,  signed  by  at  least  ten  resident  free  holders  of  each  of 
the  districts  thus  proposed  to  be  consolidated,  it  shall  be  the 
duty  of  the  Clerk  or  Directors  of  the  districts  to  put  up  notices 
in  the  same  manner  as  required  for  change  of  district  bound- 
aries, and  the  question  shall  be  submitted  to  and  decided  as 
other  questions  at  the  annual  meeting  of  the  districts;  and 
if  a  majority  of  the  voters  in  each  of  the  districts  thus  voting 
be  in  favor  of  establishing  such  school,  tlie  Presidents  of  the 
various  Boards  shall  call  a  special  meeting  by  twenty  days' 
notice  posted  in  at  least  five  public  places  in  each  of  the  dis- 
tricts thus  combined,  and  submit  to  the  voters  thus  assembled 
the  question  of  location  of  site  and  amount  to  be  expended  in 
the  construction  of  buildings  therefor,  and  thereafter  the  cen- 
tral district  as  thus  established,  shall  be  controlled  as  directed 
in  Sections  7056  and  7057."  These  sections  simply  tell  how 
school  districts  in  general  shall  be  controlled,  so  that  after  the 
central  district  is  once  formed,  it  is  managed  about  as  any 
other  district.  The  remarkable  thing  about  this  provision  is 
that  it  was  never  used  for  the  establishment  of  High  Schools; 
in  fact  after  being  in  the  Statutes  for  more  than  twenty-five 
years  only  one  High  School  has  been  established  directly  under 
its  provisions. 

(d)  The  laws  of  1901  made  provision  for  "consolidated 
districts"  and  they  were  amended  in  1909  to  read  as  follows: 
"Three  or  more  common  school  districts,  or  a  village  district 


SECONDARY  SCHOOLS.  63 

having  less  than  two  hundred  children  of  school  age  by  the 
last  enumeration,  together  with  two  or  more  adjoining  dis- 
tricts, may  be  consolidated  into  a  new  district  for  the  purpose 
of  maintaining  both  primary  schools  and  a  High  School  by 
proceedings  had  in  accordance  with  the  provisions  of  section 
10837."  (This  section  simply  gives  the  details  for  the  or- 
ganization of  a  new  district.)  "When  such  new  district  l5 
formed  it  shall  be  known  as  'Consolidated  District  No. —  of 

County, '  and  shall  organize  at  a  special  meeting  within 

fifteen  days  after  the  formation  thereof;  such  organization 
and  the  government  of  such  consolidated  district  shall  be  under 
and  in  compliance  with  the  laws  governing  town  and  city 
school  districts."  The  law  provides  for  an  organization  with 
six  Directors  with  the  same  powers  and  duties  as  those  of  the 
ordinary  cities  and  towns  of  the  State. 

3.  Early  High  Schools. — (a)  St.  Louis. — The  First  High 
School  in  the  State  was  organized  in  St.  Louis  in  the  winter 
of  1852-3.  It  was  located  in  the  old  Benton  School.  The 
school  was  opened  the  first  Monday  in  February,  1853,  with 
about  seventy  pupils.  The  students  were  admitted  only  after 
a  very  rigid  examination  and  by  the  end  of  the  year  1854  the 
school  had  enrolled  one  hundred  ten  pupils.  The  policy  of 
requiring  a  rigid  examination  of  the  pupils  from  the  elemen- 
tary school  was  continued  till  the  Superintendency  of  Dr. 
Soldan.  The  theory  being  that  only  select  students  should  at- 
tend the  High  School,  consequently  a  mere  graduation  from 
the  elementary  school  was  not  considered  sufficient  evidence 
of  the  capability  of  the  pupils  to  admit  them  to  the  High 
School.  The  first  High  School  Principal  was  Mr.  John  D. 
Low,  A.  M.  The  school  had  a  full  four  years  course  which  was 
as  follows :    Higher  Arithmetic,  Grammatical  Analysis,  Compo- 


64  HISTORY  OF  EDUCATION. 

sition,  Elementary  and  Higher  Algebra,  Plane  and  Spherical 
Geometry,  Trigonometry — including  Mensuration,  Surveying 
and  Navigation — Latin  and  German.  In  commenting  upon 
the  course  it  was  suggested  that  Drawing  and  Greek  ought  to 
be  taken  up  at  once,  and  Natural  Philosophy  and  Chemistry 
as  soon  as  the  new  laboratories  were  finished  in  the  High 
School  building  which  was  then  in  course  of  erection.  The 
building  was  completed  in  1855. 

The  program  of  1863  for  the  St.  Louis  High  School  was  as 
follows : 

I.     General  Course. 

First  Year:  Algebra,  German  or  Latin,  English  Analy- 
sis 14 ;  Physical  Geography  I/2 ;  Drawing. 

Second  Year:  Geometry,  German  or  Latin;  Natural 
Philosophy  i/o ;  Chemistry  V2  5  Bookkeeping  1^ ;  Ancient  Geog- 
raphy 1/2 ;  Drawing. 

Third  Year:  Plane  Trigonometry  or  Botany  14;  Men- 
suration and  Surveying  or  Zoology  14 ;  Spherical  Trigonome- 
try and  Navigation  or  Zoology  I/4 ;  Civil  Engineering  or  Bot- 
any 1/4 ;  Physiology  I/2 ;  Anatomy  i/^ ;  Latin  or  French  and 
German;  History,  Ancient,  Middle  Ages  and  Modern. 

Fourth  Year :  Analytical  Geometry  14 ;  Calculus  I/2 ; 
Shakespeare  % ;  Latin  or  German  and  French ;  Intellectual 
Philosophy  14 ;  Moral  Philosophy  i/^;  English  Language  and 
Literature  % ;  Geology  14 ;  Constitution  of  the  United  States 

II.     Classical  Course. 

First  Year :  Algebra,  Latin,  English  Parsing  and  Anal- 
ysis 1/2 ;  Drawing ;  Physical  Geography  i/^. 

Second  Year:  Latin,  Greek,  Geometry  14 ;  Ancient  Geo- 
graphy y2 ;  Drawing. 


SECONDARY  SCHOOLS.  65 

Third  Year:    Latin,  Greek  History. 

Fourth  Year:  Latin,  Greek,  Shakespeare  %;  English 
Language  and  Literature  %;  Constitution  of  the  United 
States  l^. 

The  above  courses  are  interesting  in  as  much  as  they  de- 
mand more  for  graduation,  particularly  in  Languages  and 
Mathematics,  than  is  now  required  in  any  of  the  St.  Louis 
High  Schools.  This  requirement  was  made  in  1863  before  any 
other  High  School  had  been  established  in  the  State  and  it 
sounds  much  more  like  the  demand  of  a  College  than  a  High 
School. 

(h)  St.  Joseph. — The  City  of  St.  Joseph  established  a 
High  School  in  1866,  but  the  first  course  of  study  as  offered 
for  that  High  School  is  not  available.  Tlie  course  of  study  as 
prescribed  for  the  year  1869-70  was :  Higher  Arithmetic 
English  Analysis;  Physical  Geography;  Algebra;  Geometry 
Natural  Philosopliy ;  Astronomy ;  Chemistry ;  Physiology 
General  History ;  Geology ;  Rhetoric ;  Political  Economy ;  Con- 
stitution of  the  United  States;  The  Ancient  Languages; 
French  and  German.  Students  were  not  admitted  to  the 
High  School  until  they  had  completed,  in  a  satisfactory  man- 
ner, the  course  of  study  as  outlined  for  the  district  schools. 
The  subjects  above  mentioned  were  arranged  in  such  a  way  as 
to  require  four  years  of  work  for  their  completion.  Superin- 
tendent Neely  in  commenting  upon  the  course  said  that  it  was 
sufficient  to  meet  the  entrance  requirements  of  any  College  in 
the  country. 

(c)  Kansas  City. — The  first  Kansas  City  High  School  was 
established  in  1867,  but  the  course  of  study  which  was  first 
required  seems  to  have  been  lost.     The  first  one  in  the  pub- 

E— 5 


66  HISTORY  OF  EDUCATION. 

lished  reports  of  the  City  system  is  for  the  school  year  1869-70, 
it  is  as  follows : 

First  Year:  English  Analysis;  Physical  Geography; 
High  Arithmetic;  Higher  Algebra;  Natural  Philosophy  and 
Latin  or  German. 

Second  Year:  Higher  Algebra;  Geometry;  Outlines  of 
Universal  History;  Chemistry;  Geology;  Latin  or  German, 
and  Greek. 

Third  Year:  Trigonometry  or  Physiology;  Astronomy; 
Surveying  or  Botany ;  Rhetoric ;  Latin  or  German ;  and  Greek, 

Fourth  Year:  Rhetoric;  English  Literature;  Analytical 
Geometry;  Mental  Philosophy;  Moral  Philosophy;  Latin; 
Greek,  and  the  Constitution  of  the  United  States. 

Before  students  could  be  admitted  into  the  High  School, 
they  were  required  to  undergo  a  thorough  examination  in 
Arithmetic,  Geography,  English  Grammar,  Physiology  and 
the  History  of  the  United  States.  It  seems  that  the  theory 
here  is  the  same  as  that  we  noted  in  St.  Louis,  namely,  that 
the  students  should  be  admitted  into  the  High  School  only 
after  they  had  shown  some  considerable  ability  in  the  mastery 
of  the  common  school  subjects.  This  would  give  only  promis- 
ing students  the  opportunity  of  taking  the  High  School  course. 
For  the  year  mentioned  only  twenty-one  students  passed  the 
examinations  for  admission  to  the  High  School.  Superintend- 
ent Phillips  in  his  report  for  this  same  year  complained  that 
a  majority  of  the  pupils  admitted  for  that  year,  were  with- 
drawn before  its  close.  And  for  a  number  of  years  it  was  a 
considerable  problem  to  maintain  the  High  School.  At  one 
time  the  High  School  course  was  reduced  to  two  years  on  ac- 
count of  the  lack  of  funds  to  run  for  a  longer  period ;  however 
this  condition  continued  for  a  short  time  only. 


SECONDARY  SCHOOLS.  67 

(d)  Other  High  Schools. — Among  tlie  other  towns  to  es- 
tablish High  Schools  soon  after  these  may  be  mentioned  Lex- 
ington, Joplin,  Carrollton,  Springfield,  Jefferson  City,  Inde- 
pendence, Hannibal,  Mexico  and  Warrensburg. 

4.  Growth  of  High  Schools. — (a)  Four  Year  High 
Schools  in  1889. — Superintendent  Coleman  reported  the  fol- 
lowing towns  as  maintaining  four  year  High  Schools  in  his 
report  for  1889 :  Boonville,  California,  Carthage,  Carrollton, 
Cassville,  Grant  City,  Hannibal,  Harrisonville,  Houston,  Kan- 
sas City,  Lathrop,  Lebanon,  Maoon,  Marshall,  Mary^dlle, 
Mound  City,  Oregon,  Poplar  Bluff,  Princeton,  St.  Joseph,  St. 
Louis,  Salem,  Salisbury,  Savannah,  Springfield,  Trenton  and 
Walker.  In  addition  to  the  above  he  reported  thirty-eight 
towns  as  having  three  year  High  Schools  and  about  sixty-five 
towns  as  having  two  year  High  Schools. 

Cb)  University  List  iS50.— The  University  List  for  1890 
included  nineteen  High  Schools  and  five  Academies  as  affili- 
ated schools  under  the  agreement  of  1887.  These  schools  and 
academies  were  located  principally  in  the  cities  and  larger 
towns.  For  the  year  above  mentioned  ten  thousand  eighty-six 
students  were  in  attendance  in  these  schools  and  nine  hundred 
eighty-two  were  graduated. 

(c)  University  List  for  1898. — The  University  List  for 
1898  included  seventy-six  High  Schools  and  Academies,  only  a 
few  being  Academies,  and  as  many  more  were  applying  for  ap- 
proval. For  this  year  the  schools  enrolled  twenty-one  thou- 
sand six  hundred  nine  students  and  two  thousand  three  hun- 
dred thirty-four  were  graduated. 

(d)  University  List  for  1909. — The  University  List  for 
1909  included  one  hundred  twenty  fully  accredited  High 
Schools  and  twenty-four  partially  accredited  High  Schools 


68  HISTORY  OF  EDUCATION. 

doing  at  least  twelve  units  of  preparatory  work.  There  were 
also  twenty-three  Academies  and  other  schools  doing  second- 
ary and  collegiate  work  on  this  list.  It  should  be  noted  that 
the  above  figures  do  not  include  the  whole  University  List  but 
only  those  schools  situated  within  the  State. 

(e)  State  Superintendent's  List  for  1909. — The  State  Su- 
perintendent's Report  for  1909  gave  a  list  of  one  hundred 
fifteen  first  class  High  Schools,  forty  second  class  High  Schools 
and  seventy-seven  third  class  High  Schools,  making  in  all  two 
hundred  seventy  classified  High  Schools.  The  State  Super- 
intendent also  reported  that  there  were  no  less  than  four  hun- 
dred twenty  schools  in  the  State  doing  some  High  School 
work.  He  reported  for  the  year  1909  thirty-four  thousand 
seven  hundred  forty-one  High  Sdiool  students,  four  thousand 
one  hundred  sixty  graduates  and  one  thousand  six  hundred 
fifty-one  teachers  engaged  in  teaching  High  School  subjects. 

Taking  the  two  dates  1890  and  1909,  a  period  of  nineteen 
years,  we  have  the  increase  in  High  School  attendance  bal- 
anced against  High  Schools  and  Academies  for  1890  to  be 
345  per  cent,  and  the  number  of  graduates  for  the  same  period 
and  the  same  conditions  to  be  increased  about  415  per  cent. 

5.  Inspection  and  Accrediting  of  High  ScJiools. — (a)  The 
University. — ^We  have  already  referred  to  the  fact  that  the 
University  of  Missouri  by  accepting  the  plan  of  co-operation 
as  adopted  by  the  State  Association  of  1887  virtually  provided 
for  a  plan  of  accrediting  High  Schools.  It  will  be  remembered 
that  the  Committee  in  reporting  upon  that  matter  referred  to 
the  Michigan  scheme.  It  is  proper  to  state  that  the  University 
of  Michigan  very  early  adopted  the  University  of  Virginia 
plan  of  organization,  which  included  the  establishment  of 
secondary  schools  under  the  control  and  direction  of  the  Uni- 


SECONDARY  SCHOOLS.  69 

versity.  Michigan  established  such  schools  and  in  1871 
adopted  a  regular  accrediting  scheme,  which  provided  for  the 
inspection  of  the  secondary  schools  by  members  of  the  regular 
Faculty  of  the  University.  This  was  the  plan  which  led  the 
Committee  of  the  State  Teachers'  Association  to  suggest  the 
scheme  for  co-operation  as  above  discussed.  When  Dr.  Jesse 
became  President  of  the  University  he  saw  the  force  of  the 
argument  of  the  State  Teacliers'  Association  for  the  establish- 
ment of  High  Schools  and  also  the  values  of  such  a  plan  of 
co-operation,  and  immediately  set  about  to  put  it  into  operation. 
It  might  be  well  to  add  in  this  connection  that  in  addition  to 
the  keen  foresight  of  Dr.  Jesse  his  training  in  the  University 
of  Virginia  may  have  had  something  to  do  with  his  adoption 
of  the  plan.  At  any  rate  the  University  put  an  Inspector  into 
the  field,  whose  business  it  was  to  visit  and  inspect  the  High 
Schools  of  the  State.  After  the  formation  of  the  College 
Union  the  parallel  courses  as  described  in  that  chapter  became 
the  standards  for  High  Schools,  and  the  University  inspected 
them  on  that  basis. 

(h)  State  Inspection. — The  General  Assembly  at  its  ses- 
sion in  1903  provided  for  the  inspection  of  High  Schools  by 
the  State  Superintendent  or  a  Deputy  in  connection  with  his 
office.    The  amended  laws  of  1909  are  as  follows : 

"Sec.  10923.  Classification  of  High  Schools— Work  to  be 
accredited. — The  State  Superintendent  of  Public  Schools  shall 
have  authority  to  classify  the  public  High  Schools  in  the  State 
into  first,  second  and  third  classes  and  shall  prescribe  mini- 
mum courses  of  study  for  each  class :  Provided,  that  no  school 
shall  be  classed  as  a  High  School  of  the  first  class  which  does 
not  maintain  a  four  years  course  of  standard  work  in  English, 
Mathematics,  Science  and  History  for  a  term  of  at  least  nine 


70  HISTORY  OF  EDUCATION. 

months  in  the  year,  and  which  does  not  employ  the  entire  time 
of  at  least  three  approved  teachers  in  High  School  work ;  that 
no  school  shall  be  classed  as  a  High  School  of  the  second  class 
which  does  not  maintain  a  three  years  course  of  standard  work 
in  English,  Mathematics,  Science  and  History  for  a  term  of 
at  least  nine  months  in  the  year,  and  which  does  not  employ 
the  entire  time  of  at  least  two  approved  teachers  in  High 
School  work;  that  no  school  shall  be  classed  as  a  High  School 
of  the  third  class  which  does  not  maintain  a  two  years  course 
of  standard  work  in  English,  Mathematics,  Science  and  His- 
tory for  a  term  of  at  least  eight  months  in  the  year,  and  which 
does  not  employ  the  entire  time  of  at  least  one  approved 
teacher  in  High  School  work.  All  work  completed  in  an  ac- 
credited High  School  shall  be  given  full  credit  in  requirements 
for  entranoe  to  and  classification  in  any  educational  institu- 
tion supported  in  whole  or  in  part  by  State  appropriations. ' ' 

Sec.  10924.  High  Schools  Inspected  by  State  Superin- 
tendent.— For  the  purpose  of  classifying  High  Schools  and 
having  their  work  accredited  by  higher  educational  institu- 
tions, the  State  Superintendent  of  Public  Schools  shall,  in  per- 
son or  by  deputy,  inspect  and  examine  any  High  School  mak- 
ing application  for  classification,  and  he  shall  prescribe  rules 
and  regulations  governing  such  inspections  and  examinations, 
and  keep  complete  record  of  all  inspections,  examinations  and 
recommendations  made.  He  shall,  from  time  to  time,  publish 
lists  of  classified  High  Schools:  Provided,  he  may  drop  any 
school  in  its  classification  if,  on  re-inspection  or  re-examina- 
tion, he  finds  that  such  school  does  not  maintain  the  required 
standard  of  excellence." 

In  accordance  with  the  above  provisions  the  State  Super- 
intendent now  inspects  practically  all  of  the  High  Schools  in 


SECONDARY  SCHOOLS.  71 

the  State.  This  work  was  commenced  in  earnest  in  1907  and 
by  the  close  of  1909  the  larger  number  of  High  Schools  ap- 
plying for  inspection  had  been  inspected  and  classified.  Since 
this  work  bids  fair  to  solve  the  problem  of  classifying  the  High 
Schools  of  the  State  fully  and  also  determining  the  efficiency 
of  work  in  them,  it  seems  worth  while  to  point  out  in  some 
detail  the  standards  prescribed  by  the  State  Superintendent 
for  the  various  classes  of  High  Schools  under  the  provisions 
of  the  sections  of  the  School  Law  as  quoted  above : 

Classes  of  High  Schools  Defined. — "A  third  class  High 
School  must  require  for  graduation  eight  units ;  a  second  class 
twelve  units ;  a  first  class  sixteen  units. ' ' 

Unit  Defiriecl. — "By  a  unit  is  meant  one  year's  work  in  a 
subject,  recited  five  times  a  week,  for  a  period  of  not  less  than 
forty  minutes." 

General  Requirements  for  all  High  Schools. — "Before 
any  School  can  be  approved  it  must  be  inspected,  and  meet 
the  follomng  standards:  (1)  The  buildings  and  rooms  must 
be  adapted  to  their  respective  uses;  (2)  the  library  must  be 
adequate  for  reference  and  for  supplementing  the  class  work 
in  Literature,  Science  and  History;  (3)  the  school  must  have 
laboratories  well  equipped  for  teaching  the  Sciences;  (4)  no 
pupil  must  be  admitted  (except  conditionally)  to  the  High 
School  unless  he  has  finished  the  common  school  course;  (5) 
no  pupil  must  be  graduated  until  he  has  completed  the  mini- 
mum requirements;  (6)  every  teacher  must  be  a  graduate  of 
a  creditable  Normal  School,  College  or  University,  or  have  a 
State  certificate  coverning  the  subjects  he  or  she  teaches,  and, 
in  addition,  must  have  made  special  preparation  for  the  work 
assigned;  (7)  every  teacher's  work  must  stand  a  satisfactory 
test  of  inspection  along  the  lines  of  interest  of  pupils  and  de- 


72  HISTORY  OF  EDUCATION. 

velopment  of  subjects;  (8)  sdiools  will  be  approved  not  as  a 
whole  but  by  subjects ;  then  a  school  may  be  given  a  list  of  the 
subjects  approved." 

Third  Class  (Tivo  Year)  High  Schools. — Before  a  High 
School  can  be  considered  a  third  class  High  School  it  must 
meet  the  following  general  requirements.  It  must  maintain  a 
term  of  at  least  eight  months,  require  eight  units  for  gradua- 
tion and  have  not  less  than  one  teacher  giving  all  of  his  time 
to  High  School  classes.  The  school  must  also  provide  a  library 
and  laboratory  equipment  sufficient  to  do  good  work. 

Course  of  Study  for  Third  Class  High  Schools. — Con- 
stants— ' '  Of  the  eight  units  required  for  graduation,  two  must 
be  English,  two  Mathematics,  one  History  and  one  Science." — 
Electives — "The  other  two  may  be  elected  as  follows:  Two 
Latin,  one  more  in  Science,  one  more  in  History  and  one  in 
review. "     ' 

Second  Class  (Three  Year)  High  Schools. — Before  a  High 
School  may  be  considered  a  third  class  school  it  must  meet  the 
following  general  requirements.  It  must  have  a  nine  month's 
term :  its  course  must  be  three  years  in  length,  including  twelve 
units  of  work,  and  at  least  two  teachers  must  give  all  their 
time  to  teaching  High  School  subjeots. 

Course  of  Study  for  Second  Class  High  Schools. — Con- 
stants— "Eight  units  are  constant:  English,  three;  Mathe- 
matics, two;  History,  two;  Science,  one." — Electives — "Four 
units  must  be  elected  out  of  the  following :  one  in  Mathematics, 
one  in  History,  two  in  Science,  two  or  three  in  Latin,  two  in 
German  and  one  in  reviews." 

First  Class  (Four  Year)  High  Schools. — In  order  that  a 
school  may  be  classified  as  a  first  class  High  School  it  must 
have  the  following  general  requirements.    Not  less  than  three 


SECONDARY  SCHOOLS.  73 

teachers  must  give  all  their  time  to  teaching  High  School  sub- 
jects. The  school  must  have  a  term  of  nine  months  and  the 
course  of  study  be  four  years  in  length,  requiring  sixteen  units 
for  graduation. 

Course  of  Study  for  First  Class  High  Schools. — Constants 
— "There  are  eleven  units  of  constants  as  follows:  English, 
four;  Mathematics,  three;  History,  two;  Science,  tw^o." — 
Electives — ' '  The  electives  are  as  follows :  one  in  Mathematics ; 
two  in  History ;  two  in  Science ;  three  or  four  in  Latin ;  three 
in  German;  two  in  Greek;  one  in  Business;  one  in  Pedagogy; 
one  in  Manual  Training  or  Domestic  Science ;  one  in  Drawing 
and  one  in  reviews." 

6.  Support  of  High  Schools. — The  laws  of  the  State  make 
no  special  provision  for  the  support  of  High  Schools.  They 
are  maintained  from  the  revenues  provided  for  the  general 
support  of  public  schools.  We  have  discussed  the  sources  of 
this  revenue  in  the  Chapter  on  Elementary  Schools,  conse- 
quently there  is  no  need  for  any  further  account  of  it  here. 


CHAPTER  III. 

NORMAL  SCHOOLS. 


1.  AGITATION  TO  ESTABLISH  NORMAL  SCHOOLS 

BETWEEN  1842  AND  1860: 

(A)  Minor's  Administration. — 1.  In  1842  Superintend- 
ent Minor,  in  making  the  second  report  of  the  State  Super- 
intendent of  Public  Schools,  has  a  somewhat  extended  discus- 
sion on  the  topic  "Encouragement  of  Teachers"  in  which  he 
discussed  the  needs  of  the  teachers  of  the  State.  Among  other 
important  things  he  pointed  out  that  it  was  highly  desirable 
that  teachers  should  receive  some  specific  training  for  their 
profession.  This  training  could  best  be  obtained  in  Monitorial 
and  Normal  Schools.  He  called  attention  to  the  fact  that  such 
schools  had  been  established  in  nations  where  education  had 
been  most  intelligently  fostered.  Specifically  he  cited  Hol- 
land and  Prussia  as  among  the  first  nations  to  undertake  the 
direct  training  of  teachers.  He  thought  the  Normal  School 
would  do  more  to  bring  about  efficiency  in  the  administration 
of  the  common  school  than  any  other  one  agency,  consequently 
the  Legislature  was  urged  to  make  provision  for  such  a  school. 

2.  Again  in  his  report  January  4,  1845,  this  being  the 
third  report,  Superintendent  Minor  urged  the  General  As- 
sembly to  establish  Normal  Schools  as  follows:  "I  respect- 
fully recommend  to  the  General  Assembly  the  establish- 
ment   and    maintenance,    at    public    expense,    of    a    Normal 

74 


NORMAL  SCHOOLS.  75 

School  (a  school  for  the  education  of  teachers,)  in  which  a 
selection,  should  be  made  from  the  pupils,  of  children  distin- 
guished for  their  intelligence.  To  insure  to  the  public  the 
benefits  of  this  institution,  it  would  be  well  to  require  of  each 
pupil,  before  he  enters,  a  guarantee,  that  when  he  finishes  his 
courses  of  studies,  and  is  declared  by  the  principal  of  the  in- 
stitution duly  qualified,  he  shall  teach  in  some  township  or  dis- 
trict school,  for  a  certain  length  of  time,  and  he  should  also 
receive  the  assurance  that  his  services  should  be  entitled  to 
priority  over  other  competitors  of  equal  attainments.  The 
expense  of  this  institution  could  easily  be  defrayed  from  the 
proceeds  of  the  State  School  Fund,  and  it  would  have  the 
effect  of  producing  not  only  efficiency  in  the  teachers  employed 
but  uniformity  in  the  mode  of  instruction. ' ' 

(B)  Martin's  Administration. — 1.  Superintendent  Mar- 
tin in  the  fourth  report  of  the  State  Superintendent  submit- 
ted November  16, 1846,  has  the  following  statement  concerning 
a  Normal  Soliool,  "I  cannot  refrain  from  again  introducing  to 
the  notice  of  the  General  Assembly  the  prevalent  opinion,  that 
a  school  for  the  education  of  young  men  to  be  employed  here- 
after as  teachers,  w^ould  be  of  almost  incalculable  benefit  to 
our  common  school  system.  Several  of  our  sister  States  have 
adopted  the  plan,  and  derive  great  and  essential  benefits  from 
it;  indeed,  the  advantages  to  be  derived  from  having  the 
youth  of  the  State  taught  by  men  of  known  character  and 
morals,  are  so  obvious  that  it  is  not  deemed  necessary  to  advert 
to  them." 

(C)  Ewing's  Administration. — 1.  Superintendent  Sw- 
ing in  the  sixth  report  of  the  State  Superintendent  submitted 
to  the  General  Assembly  December  30,  1850,  referred  to  the 


76  HISTORY  OF  EDUCATION. 

fact  that  the  General  Assembly  in  1849  had  passed  an  Act 
authorizing  the  University  to  establish  a  Professorship  of 
''Theory  and  Practice  of  Teaching"  and  $1,000.00  had  been 
appropriated  for  the  expense  of  the  same,  but  the  department 
was  not  established  by  the  University  at  the  time  of  the  report, 
and  in  fact  was  not  established  until  1867  and  formally  opened 
in  the  fall  of  1868.  In  commenting  upon  this  legislation  Su- 
perintendent Ewing  expressed  the  opinion  that  a  department 
of  Normal  Instruction  established  in  connection  with  the  Uni- 
versity would  not  do  very  much  to  solve  the  problem  of  secur- 
ing teachers  for  the  common  schools.  The  plan  would  be  a 
failure  because  prospective  teachers  would  not  be  willing  to 
go  so  far  to  school,  or  to  put  in  the  time  required  in  the  plan 
as  outlined,  and  moreover  the  requirement  that  the  teacher 
should  bind  himself  to  teach  two  years  after  leaving  the  Uni- 
versity would  be  asking  too  much  of  the  student  for  the  re- 
remuneration  of  the  ordinary  common  school.  Mr.  Ewing 
urged  that  Normals  should  be  established  without  so  many 
limitations  and  nearer  to  the  people. 

2.  Superintendent  Ewing  in  the  seventh  report,  submit- 
ted January  6,  1853,  called  attention  to  the  fact  that  the  State 
should  establish  Normal  Schools  for  the  training  of  teachers. 
He  urged  their  establishment  on  much  the  same  grounds  as 
the  other  Superintendents  had  done,  calling  attention  to  the 
fact  that  the  German  States,  and  several  of  the  States  in  the 
Union  had  established  Normal  Schools  as  a  means  of  securing 
efficiency  in  the  management  of  the  common  school.  He  re- 
cited the  fact  that  there  was  nothing  at  present  in  the  school 
system  of  the  State  to  prepare  the  teacher  for  his  work,  the  re- 
sult being  that  inefficiency  and  waste  was  apparent  everywhere 
in  the  work  of  the  elementary  school. 


NORMAL   SCHOOLS.  77 

(D)  Henry's  Administration. — 1.  Superintendent  Hen- 
ry in  the  eighth  report  of  the  State  Superintendent  of  Com- 
mon Schools,  submitted  in  1854,  again  called  attention  to  the 
fact  that  the  University  had  not  established  the  ' '  Normal  Pro- 
fessorship,"  and  he  urged  earnestly  the  necessity  for  the  es- 
tablishment of  a  Normal  School,  saying  that  no  State  school 
system  can  be  perfect  without  such  an  institution.  He  thought 
it  might  be  worse,  if  possible,  for  children  to  be  instructed  by 
inefficient  teachers  and  "indolent  drones"  than  to  have  no 
instruction  at. all.  He  urged  that  the  Normal  had  passed  be- 
yond the  experimental  stage  and  that  there  was  no  further  rea- 
son for  delay  in  the  matter  of  establishing  them  for  the 
State. 

(E)  Davis'  Administration. — 1.  Superintendent  DavLs 
in  submitting  the  ninth  report  of  the  State  Superintendent 
on  November  5,  1855,  quotes  an  Act,  introduced  by  a  ]\Ir. 
Carson  in  the  Senate  at  the  preceding  session  of  the  General 
Assembly.  The  Act  was  entitled  "An  Act  to  encourage  educa- 
tion in  this  State, ' '  and  it  contained  nineteen  sections.  This  Act 
was  introduced  to  carry  out  the  provisions  of  the  Act  of  1849 
for  the  establishment  of  a  Normal  Department  in  connection 
with  the  University,  and  is  exceedingly  interesting  in  all  of 
its  provisions,  but  the  limits  of  space  here  restrict  us  to  noting 
only  the  essential  factors  in  the  bill. 

(a)  Selection  of  Students. — "Section  1.  The  County 
Courts  of  the  several  counties  in  this  State,  shall,  during  the 
regular  term  of  their  respective  Courts,  in  the  month  of  May, 
1855,  and  every  two  years  thereafter,  select  one  boy,  not  less 
than  sixteen  years  of  age,  of  intelligence,  steady  habits,  and 
good  moral  character,  as  a  candidate  for  admission  into  the 
University  of  the  State  of  Missouri." 


78  HISTORY  OF  EDUCATION. 

(b)  Pledged  to  Teach. — "Section  2.  Said  candidates, 
when  selected,  shall  be  sent  to  the  University,  at  the  commence- 
ment of  the  next  session  thereafter,  and  remain  and  be  boarded 
at  the  expense  of  the  State,  for  four  years,  under  his  written 
pledge,  filed  with,  and  recorded  by  the  Secretary  of  the  Board 
of  Curators,  in  a  book  to  be  provided  for  that  purpose,  that 
he  will,  at  the  expiration  of  the  said  four  years,  return  to  the 
County  from  which  he  was  sent,  and  employ  himself  in  teach- 
ing a  Common  School  for  the  space  of  two  years. ' ' 

(c)  Duplicate  Reports. — "Section  3.  Duplicate  reports 
of  said  selections  shall  be  made  out  by  the  Clerks  of  the  County 
Courts  of  the  respective  Counties  in  which  selections  are  made, 
under  the  seal  of  said  Courts,  one  to  be  filed  with  the  State 
Superintendent  of  Common  Schools  and  one  to  be  filed  with 
the  Secretary  of  the  Board  of  Curators  of  the  University." 

(d)  Free  Tuition,  etc. — "Section  5.  It  shall  be  the  duty 
of  the  President  of  the  University,  when  he  shall  be  satisfied 
that  any  applicant  has  complied  with  the  requirements  of  this 
Act,  and  is  entitled  to  the  benefits  of  the  term,  to  admit  sucli 
applicant  to  all  the  advantages,  privileges  and  immunities  of 
such  institution,  free  of  charge." 

(e)  State  Bevenues  Appropriated  to  meet  the  expendi- 
ture.— "Section  8.  For  the  purpose  of  meeting  the  expendi- 
tures which  may  be  incurred  under  the  preceding  provisions 
of  this  Act,  it  shall  be  the  duty  of  the  State  Treasurer  to  set 
apart,  out  of  the  twenty-five  per  centum  of  the  State  revenues 
appropriated  for  the  support  of  common  schools,  annually, 
for  the  first  two  years  the  sum  of  $15,000.00,  and  such  sum 
annually,  thereafter,  as  may  be  necessary  to  meet  the  expen- 
ditures under  this  bill,  not  to  exceed  $30,000.00  per  annum. ' ' 

(f)  Students  to  refund  the  money. — "Section  11.    Each 


NORMAL   SCHOOLS.  79 

student  availing  himself  of  the  benefits  of  this  Act  shall  be  held 
and  bound  to  refund  and  pay  back  to  the  State,  the  amount 
which  may  have  been  expended  for  his  benefit  under  the  pro- 
visions of  this  Act. ' ' 

The  Student  was  required  to  give  a  bond  for  the  payment 
of  the  funds  mentioned  above,  which  bond  was  filed  with  the 
State  Treasurer  and  was  due  and  payable  eight  years  from 
date.  In  the  default  of  payment  the  Attorney-General  or  anj'- 
Circuit  Attorney  might  proceed  to  collect  the  bonds  according 
to  law  and  in  all  cases  of  collection  the  money  was  to  be  put 
to  the  credit  of  the  Common  School  Fund.  In  addition  to  the 
above  the  President  of  the  University  was  authorized  to  pro- 
vide suitable  grounds  and  buildings  to  be  leased  or  rented  to 
the  students  who  were  enrolled  in  the  University  under  the 
provisions  of  this  Act. 

Of  course  all  of  this  sounds  quite  fanciful  to  us  now  but 
Superintendent  Davis  recommended  the  above  bill  as  one  that 
appealed  to  him  as  "practical,  and  with  all,  entirely  within 
the  reach  of  the  pecuniary  capacities  of  the  State." 

(F)  Stark's  Administration. — 1.  In  1856,  at  the  first 
meeting  of  the  State  Teachers'  Association,  a  resolution  was 
passed  advocating  very  strongly  the  establishment  of  Normal 
Schools.  This  resolution  has  been  quoted  in  connection  with 
the  first  meeting  of  the  State  Association  and  will  be  found 
in  the  chapter  on  Teachers'  Associations  rather  than  here,  as 
it  seems  desirable  to  have  so  important  a  topic  appear  in  its 
proper  historical  setting. 

2.  Memorial  to  the  General  Assembly. — The  State  TeacJi- 
ers'  Association  submitted  an  elaborate  Memorial  to  the  Gen- 
eral Assembly  in  November,  1857.  This  INIemorial  is  very 
elaborate  and  discusses  the  whole  Normal  problem  in  such  a 


80  HISTORY  OF  EDUCATION. 

thorough  going  way  that  it  seems  worth  while  to  quote  it  in 
full  as  follows : 

''To  the  Honorable,  The  General  Assembly  of  the  State 
of  Missouri : 

The  undersigned  were  appointed  a  committee  by  the 
State  Teachers'  Association,  to  memorialize  your  Honorable 
Body  upon  the  subject  of  establishing  a  State  Normal  School ; 
and  we  do  respectfully,  but  earnestly,  solicit  your  attention  to 
a  brief  exposition  of  facts  and  arguments  in  support  of  such 
a  measure. ' ' 

Value  of  Popular  Education. — "It  would  be  a  waste  of 
labor  on  our  part,  and  time  on  yours,  for  us  to  show  that 
popular  education  lies  at  the  foundations  of  personal,  social 
and  political  prosperity.  The  repeated  Acts  of  the  Legisla- 
ture, during  a  series  of  years,  evince  not  only  a  high  apprecia- 
tion of  the  claims  and  advantages  of  this  subject  but  a  dispo- 
sition to  furnish  liberal  encouragement  to  eveiy  enterprise 
whose  legitimate  object  is  the  promotion  of  this  noble  cause 


Need  of  Trained  Teachers. — ''The  more  intelligent  friends 
of  education,  throughout  the  country  and  districts,  look  about 
in  vain  for  a  class  of  persons  whose  talents  and  acquirement 
fit  them  for  the  noble  and  responsible  office  of  teacher.  Nor  is 
it  a  matter  of  wonder  that  this  state  of  things  should  exist. 
The  inducements  are  not  sufficient  to  incline  those  who  have 
spent  a  small  fortune  in  the  acquirement  of  a  liberal  education, 
to  devote  their  lives  to  the  business  of  teaching.  On  the  other 
hand,  those  who  are  poor  have  had  no  means  or  opportunity  of 
preparing  themselves  for  this  or  any  of  the  learned  profes- 
sions. Not  one  in  ten,  perhaps  not  one  in  a  hundred,  of  those 
who  minister  in  the  little  temples  of  learning — the  common 


NORMAL   SCHOOLS.  81 

school  houses  of  Missouri — has  ever  dreamed  of  making  his 
employment  a  life  business." 

Teaching  a  Stepping  Stone. — "A  large  number  regard 
the  school  house  as  a  mere  stepping  stone  to  something  which 
is  higher  in  its  social  position,  or  more  remunerative  in  its 
reward;  a  kind  of  vestibule  to  the  more  showy  temples  of 
physic,  law  or  divinity.  Many  others  entered  the  school  house 
because  it  seems  to  them  an  easy  method  of  replenishing  an 
exhausted  purse;  but  in  neither  case,  is  there  any  motive  to 
establish  a  reputation  of  a  first  class  teacher.  These  classes 
constitute  the  rule  to  which  there  are  noble  exceptions  of  such 
as  have  thoroughly  qualified  themselves  for  the  task,  who  be- 
come permanently  located  and  devote  their  energies  to  this 
glorious  cause.  Under  these  circumstances,  our  whole  system 
of  common  school  education  will  partially  fail  in  the  accom- 
plishment of  its  object,  and  ultimately  fall  into  disrepute  and 
merited  contempt  unless  some  plan  is  devised  to  supply  a  class 
of  educated  teachers.  Is  it  a  strange  thing  that  persons  should 
need  preparation  for  the  right  performance  of  a  most  delicate 
and  difficult  task?  The  physician,  the  lawyer  and  the  clergy- 
man must  each  serve  years  of  apprenticeship  to  hard  study 
before  he  is  considered  fit  for  the  office  to  which  he  aspires. 
Where  health  or  property  or  morals  are  concerned,  the  prac- 
titioner must  be  learned  in  his  business,  but  where  all  three 
are  at  stake,  these  precautions  are  neglected  simply  because 
the  subjects  are  children.  The  same  inconsistency  is  not 
found  in  supplying  the  physical  wants  of  children.  They 
must  be  well  fed  and  clothed,  and  none  but  a  good  shoemaker, 
tailor,  or  dressmaker,  can  aid  in  the  supply  of  their  ward- 
robes ;  but  when  the  immortal  spirit — the  only  part  that  makes 

E— 6 


82  HISTORY  OF  EDUCATION. 

us  kin  to  Deity — is  to  be  nurtured,  trained,  and  fitted  for 
its  high  destiny,  nature's  poorest  apprentice  is  frequently 
thought  sufficient  for  the  task,  provided  he  has  the  single 
qualification  of  working  cheap." 

The  Betncdy. — "The  only  true  remedy  which  suggests 
itself  to  your  memorialists,  for  the  great  defect  in  our  educa- 
tional sj^stem,  is  the  establishment  of  a  State  Normal  School, 
for  the  training  of  both  male  and  female  teachers,  where  tui- 
tion should  be  furnished  without  charge.  In  such  an  enter- 
prise we  should  not  be  following  an  uncertain  light,  or  trying 
a  doubtful  experiment.  The  first  institution  of  this  kind  in 
the  United  States  was  established  in  1839;  since  which  time 
they  have  extended  into  nearly  half  the  States  in  the  Union. 
Wherever  they  have  been  faithfully  tried  there  is  but  one 
opinion  respecting  their  character  and  influence.  They  are 
regarded  as  the  best,  nay,  the  only  means  of  rendering  the 
public  school  system  truly  efficient  and  valuable." 

Statesmen  Advocate  Normals. — "The  most  enlightened 
statesmen  of  this  country,  who  have  studied  their  character 
and  witnessed  their  results,  have  spoken  of  them  in  terms  of 
unqualified  commendation.  Governor  Wise  of  Virginia,  Dan- 
iel Webster,  John  Quincy  Adams,  and  a  host  of  others,  might 
be  quoted  on  this  point,  if  it  were  necessary. ' ' 

Not  Possible  to  Graft  Normals  on  other  Institutions. — 
"As  long  ago  as  1825  that  noble  philosopher  and  statesman, 
DeWitt  Clinton,  who  was  then  Governor  of  New  York,  recom- 
mended the  establishment  of  sucli  an  Institution  in  that  State. 

His  views  were  over-ruled  by  the  Hon.  John  C.  Spencer 

and  others;  and,  as  a  substitute,  they  attempted  the  system 
upon  the  Colleges  and  Academies,  by  establishing  beneficiary 
scholarships.     This  attempt  to  mingle  oil  and  water,  or,  to 


NORMAL   SCHOOLS.  83 

graft  the  apple  upon  the  oak,  was  continued  about  twenty 
years,  at  an  expense  of  several  hundred  thousand  dollars,  when 
Governor  Marcy  and  others,  pronounced  the  whole  scheme  an 
utter  failure,  and  Normal  Schools  were  incorporated  instead. 
The  experience  of  grafting  Normal  Schools  upon  other  liter- 
ary and  scientific  institutions,  has  been  tried  in  Germany,  long 
ago,  and  with  precisely  similar  results.  It  would  be  no  less 
compatible  ^^'ith  sound  philosophy  to  attempt  the  union  of  a 
medical,  law  and  theological  school  all  under  the  same  Facul- 

ty. " 

Funds  for  the  Support  of  the  Normal. — "The  amount 
necessary  for  the  establishment  of  such  an  institution  in  Mis- 
souri, is  so  inconsiderable  that  your  memorialists  cannot  be- 
lieve this  will  be  a  serious  obstacle  mth  the  Legislature.  An 
annual  expenditure  of  eight  or  ten  thousand  dollars  will  be 
sufficient  to  secure  the  services  of  an  able  corps  of  professors 
and  teachers,  who  will  give  instructions  to  several  hundred 
teachers,  both  male  and  female.  If  it  were  deemed  best,  even 
to  withdraw  the  necessary  amount  from  the  State  School  Fund, 
it  would  not  amount  to  a  reduction  of  more  than  three  or  four 
cents,  annually,  from  the  portion  of  each  child;  and  for  this 
there  would  be  three  or  four  hundred  teachers  in  the  course 
of  preparation  for  the  work  of  instruction.  If  however  there 
is  a  disposition  to  preserve  the  integrity  of  the  present  school 
fund,  then  we  would  confidently  hope  that  the  small  amount 
necessary  to  perfect  our  system  of  popular  education  would 

be  cheerfully  voted  from  the  general  treasury. 

Your  memorialists  do  not  imagine  that  it  would  be  necessary 
for  the  State  to  incur  any  further  expense  than  that  which 
would  be  sufficient  to  pay  a  competent  board  of  instructors. 
There  are  towns  in  Missouri,  conveniently  situated,  that  would 


84  HISTORY  OF  EDUCATION. 

doubtless  be  willing  to  furnish  means  for  suitable  buildings 
and  furniture,  in  order  to  secure  the  location  of  such  an  insti- 
tution. ' ' 

Teachers  now  Supplied  from  other  States  and  Institu- 
tions.— "In  our  own  State  there  are  peculiar  and  pressing 
reasons  for  educating  our  own  teachers.  As  the  matter  now 
stands,  a  large  majority  of  the  educators  of  Missouri  come 
from  other  parts  of  the  Union  and  the  world.  All  our  High 
Schools  and  Female  Seminaries  make  an  annual  pilgrimage 
to  the  East,  to  supply  themselves  with  teachers.  We  have  not 
a  word  of  complaint  to  utter  respecting  these  teachers.  It  is 
not  their  fault,  but  our  misfortune  that  we  are  compelled  to 
look  beyond  our  own  limits  for  necessary  aid.  Nor  do  we 
anticipate  such  a  result  as  came  to  the  Britons,  when  they 
called  in  their  Saxon  neighbors.  Still,  we  believe  it  would 
be  wiser,  more  just  and  economical,  to  encourage  home  manu- 
factures, and  select  those  who  are  'native  to  the  manor  born', 
and  bred  up  in  the  habits,  manners,  sympathies  and  opinions 
of  our  own  people.  "We  have  talent  enough ;  we  only  lack  the 
means  of  development  and  preparation.  There  are  thousands 
of  young  females  now  in  Missouri,  possessing  all  the  talent 
and  capacity  for  this  noble  calling ;  but  with  no  encouragement 
from  the  State  our  public  institutions,  their  limited  means 
will  not  allow  them  to  undertake  the  work  of  thorough  prepa- 
ration. We  speak  of  females  now,  because  in  primary  classes 
especially,  they  are  the  best  instructors  in  the  world;  and 
further,  because  modern  improvements  have  cut  them  off  from 
almost  every  profitable  employment.  What  with  spinning 
jennies,  power  looms,  and  sewing  machines,  the  poor  girl  looks 
about  almost  in  vain  for  a  suitable  avenue  to  an  honest  liveli- 
hood and  decent  competence.    The  same  is  true  to  some  extent 


NORMAL   SCHOOLS.  85 

with  the  other  sex.  Hundreds  and  thousands  of  young  men 
with  native  talent  and  capacity  enough  to  fit  them  for  any 
employment,  but  chained  down  by  the  hard  hand  of  poverty, 
go  through  a  long  life-struggle  in  their  efforts  to  seek  some 
field  of  employment  congenial  to  their  tastes.  The  learned 
professions  are  crowded  to  depletion,  and  that  which  should 
be  the  most  learned  and  valuable  of  all  is  brought  '  so  low,  that 
none  will  do  it  reverence.'  These  are  just  the  persons,  of 
both  sexes,  that  with  a  little  encouragement,  will  prepare  them- 
selves for  the  high  and  holy  mission  of  teacher.  If  you  will 
but  supply  them  with  tuition,  they  will  furnish  their  own 
means  of  living  whilst  they  are  in  course  of  preparation  for 
the  duties  of  their  prof esion. ' ' 

The  values  of  the  Normal. — "The  effect  of  such  an  insti- 
tution as  we  speak  of  would  be  two-fold.  First,  to  elevate  the 
character  and  increase  the  qualifications  of  professional  teach- 
ers, and  through  them,  to  induce  a  healthier  sentiment  in  the 
community,  and  a  higher  appreciation  of  the  advantages  to  be 
derived  from  a  good  education.  It  is  of  but  little  use  to  send 
round  an  agent  to  find  fault  with  the  present  system  until 
we  can  propose  a  suitable  remedy.  We  might  as  well  have 
abused  the  sickles  and  flails  of  twenty  j^ears  ago,  as  very  in- 
adequate to  the  wants  of  the  farmer.  They  were  the  best  tools 
he  had,  and  whilst  that  was  the  case  lie  was  content.  But  since 
the  reaping  and  threshing  machines  have  come  into  use  they 
have  worked  a  revolution  in  this  department  of  husbandry,  and 
we  need  not  now  send  round  a  missionary  to  persuade  farmers 
to  dispense  with  the  old  fogyism  of  the  sickle  and  the  flail. 
So  in  the  department  of  education,  if  you  will  supply  a  class 
of  well  qualified  teachers,  they  will  not  only  be  employed,  but 
paid  according  to  their  real  worth,  whilst  the  old  sickles  and 


86  HISTORY  OF  EDUCATION. 

flails  that  refuse  to  be  transformed  into  better  machines  can 
be  worked  over  into  hoe  handles  and  horseshoes." 

Finally  your  memorialists  would  earnestly  beseech  your 
Honorable  Body  that  whilst  you  are  legislating  for  the  com- 
mon weal  of  this  great  Commonwealth;  whilst  lending  your 
aid  by  the  enactment  of  laws  and  the  appropriation  of  money 
to  develop  its  material  resources,  you  will  not  overlook  the 
only  true  wealth  of  every  State,  to  be  found  in  the  intelligence 
and  virtue  of  its  citizens :  and  for  this  we  will  ever  pray. 
In  behalf  of  the  Committee, 

J.  L.  Tracy,  Chairman." 

3.  Discussion  of  the  Memorial  in  the  State  Teachers'  As- 
sociation.— At  the  third  session  of  the  State  Teachers'  Asso- 
ciation held  in  Jefferson  City  in  July,  1858,  the  Committee 
which  had  submitted  the  above  Memorial  to  the  Legislature 
made  its  report.  This  report  occasioned  a  veiy  earnest  and 
at  times  almost  a  bitter  discussion  in  the  Association,  because 
of  the  fact  that  there  was  no  unanimity  of  opinion  as  to  the 
basis  on  which  a  Normal  School  or  Normal  Schools  should  be 
established  in  the  State.  Among  those  participating  in  the 
discussion  were  President  Laws  of  Westminster  College,  Pro- 
fessor Swallow  of  the  State  University,  Mr.  Edwards  who  was 
Principal  of  the  St.  Louis  Normal,  which  had  been  established 
in  1857,  Mr.  Baker  who  was  the  State  Agent  of  the  Association 
and  Mr.  Tracy  who  submitted  the  Memorial.  Among  other 
means  of  securing  public  sentiment  for  the  establishment  of 
Normal  Schools  it  was  agreed  that  each  Vice-President  of  the 
Association  should  make  one  address  for  Normal  Schools  and 
Teachers'  Institutes  in  each  County.  At  this  time  the  organi- 
zation of  the  State  Association  provided  for  one  Vice-President 
from  each  Congressional  District,  consequently  this  plan  pro- 


NORMAL   SCHOOLS.  87 

vided  for  the  Vice-President  to  visit  all  Counties  of  Ms  Dis- 
trict. 

4.  Stark's  Reports. — In  each  of  Superintendent  Stark's 
Reports  to  the  General  Assembly  he  discusses  the  values,  the 
history  and  ways  and  means;  of  securing  Normal  Schools  for 
the  State.  In  a  general  way  his  discussions  are  either  re- 
capitulations or  elaborations  of  the  facts  set  out  in  the  Memo- 
rial which  we  have  already  quoted,  therefore  it  does  not  seem 
necessary  to  go  into  these  discussions  in  any  detail.  Super- 
intendent Stark  did  not  believe  that  a  central  Normal  School 
would  be  sufficient  for  the  needs  of  the  State  but  he  was  will- 
ing to  acquiesce  in  the  establishment  of  one  with  the  hope  that 
others  might  be  established  later.  He  also  advocated  that 
the  Normal  Schools  might  well  be  supported  from  the  State 
moneys,  in  as  much  as  the  Normal  School  would  be  a  means 
of  securing  an  economical  expenditure  of  the  remainder  of 
the  money  which  would  be  appropriated  to  the  various  com- 
mon schools.  He  thought  that  not  more  than  six  per  cent,  of 
the  annual  appropriation  should  be  used  and  believed  that  this 
amount  would  support  some  four  or  five  good  Normal  Schools 
in  different  parts  of  the  State. 

5.  Plan  for  a  State  Normal  College. — A  plan  was  submit- 
ted to  the  Legislature  in  January,  1859,  for  the  establishment 
of  "a  State  Normal  College."  We  have  already  referred  to 
the  fact  that  Superintendent  Stark  thought  this  bill  might  be 
worth  passing,  but  it  w^ould  only  be  a  start  in  the  matter  of 
Normal  Schools.  The  more  important  provisions  of  this  bill 
were  as  follows :  ' '  Section  1.  Authorizes  the  location  of  the 
Institution  by  the  State  Board  of  Education,  which  was  cre- 
ated in  the  bill.  The  second  section  makes  the  State  Superin- 
tendent of  Common  Schools  the  Secretary  of  the  Board.    The 


88        ■  HISTORY  OF  EDUCATION. 

fourth  section  names  the  object  of  the  College,  'to  qualify 
teachers  for  the  common  schools  of  Missouri.'  The  fifth  sec- 
tion provides  for  the  appointment  of  a  general  agent,  whose 
labors  would  be  devoted  to  the  permanent  establishment  and 
endowment  of  such  College.  The  sixth  section  gives  authority 
to  the  Board  to  appoint  a  President,  Professors  and  Teachers, 
fix  their  salaries,  and  otherAvise  direct  the  management  of  the 
Institution.  The  seventh  section  provides  for  a  male  and 
female  department,  and  for  the  instruction  free  of  cliarge,  of 
one  Normal  pupil  from  each  County  in  the  State,  and  one  for 
each  Representative  in  the  lower  house  of  the  Legislature; 
each  pupil  after  graduating,  to  teach  school  in  the  State  two 
years — an  obligation  which,  for  good  cause,  may  be  annulled. 
The  eighth  section  authorizes  County  Courts  to  appropriate 
Swamp  Lands  to  the  endowment  of  said  College;  the  ninth 
provides  for  the  election  of  a  President  and  Treasurer  of  the 
Board;  the  eleventh  gives  the  Board  authority  to  designate 
the  age  and  qualifications  of  matriculates.  The  twelfth  au- 
thorizes the  County  Commissioner,  or,  in  his  absence,  the 
County  Clerk,  to  examine  applicants  for  admission  with  refer- 
ence to  moral  character,  and  the  County  Court,  if  County  aid 
is  afforded,  to  require  an  obligation  to  teach  in  the  County. 
The  thirteenth  section  appropriates  five  thousand  dollars  from 
the  Common  School  Fund,  to  assist  in  the  erection  of  suitable 
buildings;  and  six  thousand  dollars,  annually,  to  pay  salaries 
and  other  expenses." 

6.  Tlan  for  Central  and  District  Normals. — In  1860  a 
plan  for  one  central  Normal  with  four  outside  or  district  Nor- 
mals was  submitted  to  the  Legislature  for  its  consideration. 
The  Committee  of  the  State  Teachers'  Association  having  in 
charge  the  matter  reported  back  to  the  Association  that  there 


NORMAL   SCHOOLS.  89 

seemed  to  be  no  great  opposition  to  the  bill  but  on  account  of 
so  many  other  important  matters  being  before  the  Legislature 
they  could  hot  get  a  decent  hearing  on  this  subject.  It  seems 
worth  while  to  give  a  synopsis  of  this  measure  in  as  much  as 
it  is  the  last  one  submitted  before  the  Civil  War. 

(a)  Districts. — The  State  was  to  be  divided  into  five  dis- 
tricts, consisting  of  one  central  and  four  outside  districts,  em- 
bracing respectively  the  Northeast  and  Southeast,  Northwest 
and  Southwest  sections  of  the  State. 

(b)  Management,  Etc. — A  State  Board  of  Education  is 
named  in  the  bill,  with  the  Superintendent  of  Common 
Schools,  and  the  Attorney-General  as  members  ex-officio.  This 
Board  having  authority  to  locate  the  central  or  parent  Col- 
lege in  the  central  district.  This  institution  was  to  open  its 
doors  to  students  from  all  parts  of  the  State,  and  to  receive 
for  its  support  a  sum  not  exceeding  three  per  cent,  of  the 
annual  state  school  money.  The  Board  had  authority  also  to 
locate  the.  district  Normals,  when  a  respectable  petition  from 
a  majority  of  its  Counties,  accompanied  with  a  proper  guaran- 
tee of  grounds  and  buildings,  was  presented.  The  district  Nor- 
mals were  to  have  all  the  powers  and  privileges  of  the  central 
or  parent  institution,  and  entitled  to  a  sum  not  exceeding  six 
per  cent  of  the  annual  State  school  moneys  going  from  such 
district  for  its  support. 

(c)  Organisation  and  Control  of  District  Normals. — 
When  the  preliminary  conditions  were  complied  with  by  a 
district,  the  bill  made  it  the  duty  of  the  Governor  to  appoint 
five  additional  members  of  the  Board  of  Education  from  such 
district,  who,  together  with  the  parent  Board,  shall  proceed 
to  locate  the  College  and  take  the  necessary  steps  for  putting 
it  into  operation.  The  five  members  of  the  Board,  appointed 
from  the  district,  were  to  constitute  a  local  Board  of  curators 


90  HISTORY  OF  EDUCATION. 

to  manage  the  pecuniary  affairs  of  the  district  college,  but  to 
secure  uniformity,  all  matters  pertaining  to  the  appointment 
of  Professors,  Course  of  Study,  Text  Books,  admission  of  stu- 
dents, etc.,  to  be  determined  by  the  State  Board  of  Education, 
in  which  each  district  would  have  an  equal  representation. 

7.  Summary. — It  seems  entirely  possible  that  the  agita- 
tion during  the  period  closing  with  1860  would  have  brought 
the  desired  results  in  the  matter  of  establishing  Normal 
Schools,  for  all  the  time  there  had  been  a  growing  sentiment 
in  their  favor.  One  of  the  serious  drawbacks  was  that  edu- 
cators themselves  could  not  agree  upon  the  best  plan  for  the 
establishment  of  the  school.  This  prevented  any  concerted 
action  on  the  part  of  the  friends  of  education  in  the  State,  and 
consequently  the  necessary  pressure  could  not  be  made  on  the 
State  Legislature,  notwithstanding  the  fact  that  several  able 
Memorials  were  presented  and  some  meritorious  bills  intro- 
duced into  the  General  Assembly.  Of  course  on  the  whole  the 
subject  was  relegated  to  the  back  ground  when  the  Civil  War 
came  on  just  at  the  time  when  we  have  every  reason  to  believe 
the  establishment  of  Normal  Schools  was  about  to  be  accom- 
plished. 

n.  CIVIL  WAR  PERIOD.— The  Civil  War  came  on 
and  put  an  end  to  all  discussion  and  agitation  about  Normal 
Schools ;  in  fact  as  we  have  already  observed  all  of  the  Schools 
of  the  State,  both  publio  and  private,  were  suspended  during 
a  large  part  of  the  time  between  1860  and  1865.  The  most 
exasperating  thing  about  this  with  reference  to  schools  was, 
that  public  sentiment  had  to  be  worked  up  again  for  them, 
and  with  reference  to  Normal  Schools  very  much  the  same 
agitation  had  to  be  carried  on  again  which  has  been  noted  in 
the  preceding  paragraphs. 


NORMAL   SCHOOLS.  91 

III.  AGITATION  FOR  NORMALS  BETWEEN  1866 
AND  1870: 

(A)  Parker's  Administration. — 1.  Second  Memorial 
of  the  State  Association. — In  June,  1866,  the  State  Association 
met  in  St.  Louis.  At  this  meeting  a  Committee  was  appointed 
to  prepare  a  Memorial  to  be  submitted  to  the  next  meeting  of 
the  State  Legislature.  The  Committee  was  composed  of  W.  T. 
Harris,  Ira  Divoll,  E.  B.  Neely,  George  P.  Beard  and  State 
Superintendent  T.  A.  Parker.  Notwithstanding  the  fact  that 
this  Memorial  repeats  some  of  the  arguments  used  in  the  other 
Memorial  it  seems  desirable  to  quote  it  in  full.  The  following 
are  the  arguments : 

(a)  Need  of  Teachers. — ' '  That  there  is  a  manifest  lack  of 
efficient  teachers  to  supply  the  present  and  increasing  demand 
in  this  State;  this  is  evident  from  the  fact  that  the  supply 
comes,  in  a  large  measure,  from  other  States. ' ' 

(h)  Need  of  Institutions  for  training  Teachers. — ''That 
there  is  a  lack  of  Institutions  which  give  the  special  requisite 
to  fit  the  abundant  native  talent  of  the  State  for  the  responsi- 
ble calling  of  teacher.  Notwithstanding  the  excellence  of  this 
native  talent  has  been  shown  by  the  marked  success  it  has 
achieved  after  proper  training,  yet  the  professional  school  is 
wanting,  and  the  want  is  more  keenly  felt,  because  the  dearth 
of  higher  Institutions  in  the  State  extends  even  to  Seminaries 
and  Colleges,  although  these  can  give  only  one  side  of  the 
education  necessary  to  a  teacher — namely  the  general  cul- 
ture." 

(c)  Such  Schools  a  Means  of  Economy. — "That  the  econ- 
omy of  the  measure  is  very  obvious.  If  teachers  were  edu- 
cated and  trained  in  this  State,  better  schools  with  less  cost 
would  result.    For  if  the  best  talent  is  drawn  here,  from  other 


92  HISTORY   OF   EDUCATION. 

States,  it  must  be  because  higher  salaries  are  paid  here  than 
at  home.  Thus  Missouri  must  be  content  with  a  poorer  grade 
of  teachers,  at  the  same  cost,  that  other  States  pay  for  better 
ones,  or  else  incur  a  disproportionate  expense  for  the  right 
quality.  By  a  small  comparative  outlay  a  Normal  School  may 
be  established  that  will  save  this  extra  cost." 

(d)  Other  Nations  and  States  have  such  Schools. — "The 
most  enlightened  Governments  of  Europe  consider  the  Nor- 
mal School  an  essential  appendage  to  the  State.  Prussia,  since 
1735,  has  increased  her  Normal  Schools  to  fifty.  France  has 
established  ninety  since  1810;  England  has  forty  and  Switz- 
erland thirteen,  while  the  system  has  been  adopted  in  Saxony, 
Hanover,  Bavaria,  Sardinia,  Greece  and  Belgium. 

The  movement  extended  to'  this  country  during  the  first 
quarter  of  the  present  century,  and  has  resulted  in  establish- 
ing such  schools  in  Massachusetts,  New  York,  Connecticut, 
Rhode  Island,  Michigan,  South  Carolina,  New  Jersey,  Penn- 
sylvania, Illinois,  Minnesota,  Maine,  and  Wisconsin,  as  State 
Institutions ;  while  the  larger  cities — Boston,  New  York, 
Brooklyn,  Philadelphia,  St.  Louis,  and  others,  have  their  own 
Normal  Schools  as  a  matter  of  economy.  Experience  has 
demonstrated  that  it  is  better  to  have  a  school  exclusively  de- 
voted to  the  training  and  culture  of  teachers,  than  to  make  it 
a  department  of  another  institution.  The  department  system 
is  not  much  in  vogue  since  its  failure  in  Germany,  and  the 
experience  with  it  in  New  York  and  Kentucky." 

(e)  Recapitulation  of  the  Values  of  Normal  Schools. — 
"In  order  to  set  in  a  clearer  light  the  benefits  to  be  derived 
from  a  Normal  School,  your  memorialists  further  beg  leave  to 
recapitulate  briefly  the  arguments  used  by  its  advocates,  which 
have  been  confirmed  by    the    test    of    one    hundred    years. 


NORMAL   SCHOOLS.  93 

1.  Difference  between  acquiring  and  imparting  knowledge. 
There  is  an  obvious  distinction  between  the  ability  to  acquire 
knowledge  and  the  ability  to  conmiunicate  it.  And  again 
there  is  a  difference  in  modes  of  communication.  A  man  may 
be  very  learned,  and  able  moreover  to  express  his  knowledge 
in  rigid  scientific  forms,  while  he  is  utterly  unable  to  explain 
anything  so  that  a  child  can  understand  it ;  the  teacher,  how- 
ever, must  above  all,  be  able  to  translate  his  knowledge  into 
the  form  adapted  to  the  youthful  mind.  The  Normal  Scliool 
is  the  only  school  that  professes  to  attempt  this  art.  2.  His- 
tory of  Education.  The  History  of  Education  is  made  a 
special  object  of  investigation  in  the  Normal  School.  All  past 
experience  is  thoroughly  discussed,  and  the  causes  of  success 
or  failure  set  forth.  It  is  seen  that  eminent  teachers  of  all 
times  have  followed  essentially  the  same  method.  It  is  fur- 
ther seen  that  this  method  involves  the  waking  up  of  all  the 
faculties  to  activity ;  how  to  stimulate  the  mind  to  self  activity 
in  the  proper  manner ;  how  to  govern  the  school  in  accordance 
with  the  spirit  of  our  national  idea,  by  training  the  pupil  to 
self  government;  how  to  avoid  those  evil  customs  that  have 
rendered  the  name  pedagogue  odious  from  time  immemorial; 
to  teach  these  things  constitutes  the  business  of  the  Normal 
School.  3.  The  Principles  of  Instruction.  The  thorough  in- 
doctrination in  the  true  principles  of  instruction  saves  a  long 
and  unfortunate  experience ;  unfortunate  for  the  scholars  who 
have  been  practiced  upon  for  the  teacher's  benefit;  unfortu- 
nate for  the  teacher  who  is  forced  to  waste  his  time  in  groping 
about  in  the  dark  for  that  knowledge  of  method  which  he 
might  have  acquired  at  the  Normal  School.  4.  Same  Argu- 
ments as  for  other  Professional  Schools.  The  same  sentiment 
that  refuses  to  place  confidence  in  the  uneducated  lawyer  or 


94  HISTORY   OF   EDUCATION. 

physician  should  refuse  to  entrust  the  children  of  the  com- 
munity to  the  care  of  the  empiric,  to  serve  as  waste  material 
upon  which  he  experiments  while  learning  the  art  of  teach- 
ing. 

2.  Parker's  Comment. — Superintendent  Parker  in  com- 
menting upon  the  impoverished  condition  of  the  State  says 
that  it  is  such  as  to  forbid  any  appropriation  for  the  endow- 
ment of  a  Normal  directly  out  of  the  State  Treasury,  but  he 
hopes  that  the  school  may  be  established  and  means  provided 
for  its  support. 

Again  in  his  report  submitted  to  the  adjourned  session  of 
the  Legislature  in  1868,  he  urged  as  the  chief  need  of  the 
schools  of  the  State,  a  Normal  School  and  recapitulated  the 
arguments  of  the  Memorial  quoted  above.  In  addition  to 
those  arguments  he  gave  a  somewhat  detailed  account  of  the 
Normal  Schools  in  other  countries. 

3.  Parker's  Plan  for  Normal  Schools. — In  1868  Superin- 
tendent Parker  proposed  a  plan  for  Normal  Schools  for  the 
State  of  Missouri  as  follows: 

(a)  Districts. — The  State  was  divided  into  six  Normal 
districts  and  the  Counties  named  which  were  to  compose  the 
District. 

(b)  Location  and  Organization  of  the  Scliool. — The  State 
Board  of  Education  and  the  Governor  were  authorized  to 
receive  bids  for  the  location  of  the  school  in  each  of  the  Dis- 
tricts. Each  County  of  that  District  having  the  privilege  of 
trying  to  secure  the  location.  In  order  to  secure  the  school 
the  County  in  which  it  was  located  must  provide  a  good  site, 
healthy  and  accessible  and  erect  suitable  buildings  in  which  to 
conduct  the  school.  The  buildings  were  to  be  large  enough  to 
accommodate  a  number  of  students  equal  to  the  sub-districts 


NORMAL   SCHOOLS.  95 

in  the  Normal  District.  The  County  must  also  provide  all 
needful  furniture,  books  and  apparatus  for  the  Normal.  In 
ease  two  or  more  Counties  competed  for  the  School  the  bids 
had  to  be  referred  to  the  Senate  of  the  General  Assembly  for 
final  decision  in  the  matter  of  location. 

(c)  Control  of  the  Normals. — The  control  of  the  Normals 
was  to  be  vested  in  a  Board  of  Directors,  one  from  each  Coun- 
ty in  the  District,  which  was  to  form  a  corporation.  This 
corporation  was  to  have  all  of  the  rights  and  privileges  under 
the  laws  for  corporations  in  the  State.  They  also  had  power 
to  make  rules  for  the  protection  of  the  school  property  and 
the  welfare  of  the  school;  they  could  employ  and  dismiss 
teachers,  and  fix  salaries  for  the  same,  etc.  The  school  was  to 
be  inspected  annually  by  an  Executive  Committee ;  this  Com- 
mittee also  had  power  to  grant  certificates  to  graduates,  which 
certificate  would  entitle  them  to  a  diploma,  to  be  granted  by 
the  President  of  the  State  University. 

(d)  Purpose. — These  Normals  were  to  be  used  exclusively 
for  the  training  of  teachers. 

(e)  Tuition. — Tuition  was  to  be  absolutely  free  for  both 
men  and  women. 

(f)  Admission. — No  student  could  be  admitted  to  the 
Normal  without  at  least  a  second  grade  County  certificate 
from  the  County  Superintendent,  of  the  County  from  which 
the  student  entered. 

(g)  Graduates  to  Teach. — All  graduates  were  to  be  re- 
quired to  teach  not  less  than  two  years  in  the  public  schools 
of  the  State. 

(h)  Model  School. — Each  Normal  was  to  have  a  model 
school  attached  to  it. 

(i)  State  Support. — ^Wlien    the    above    conditions    were 


96  HISTORY   OF   EDUCATION. 

complied  with,  the  plan  provided  that  the  State  should  appro- 
priate a  sum  of  money  for  the  support  of  each  one  of  the 
Schools.  The  money  to  be  paid  annually  in  quarterly  install- 
ments, to  the  treasurer  of  the  Board  of  Directors.  All  money 
appropriated  by  the  State  was  to  be  used  only  for  the  payment 
of  salaries  of  the  Board  of  Instruction  or  Faculty. 

(i)  Proposal  to  Make  the  Swamp  Land  Indemnity  a 
Normal  Fund. — Superintendent  Parker  in  summarizing  the 
situation  as  regards  Normal  Schools,  and  especially  their  sup- 
port in  connection  with  the  above  plan,  makes  the  following 
observations:  "By  ^drtue  of  the  provisions  of  the  Acts  of 
Congress  March  2,  1855,  March  3,  1857,  and  March  12,  1860, 
the  State  of  Missouri  is  entitled  to  indemnity  for  Swamp 
Lands  stole  and  absorbed  by  land  warrants  since  September 
28,  1850.  Where  the  lands  have  been  entered  with  land  war- 
rants the  State  receives  other  lands,  and  where  sold  for  cash 
the  money  is  paid  over  to  the  State.  It  is  ascertained,  by  ex- 
amination of  the  records  of  the  Land  Office  at  Washington, 
that  the  cash  claim  will  amount  to  at  least  two  hundred  fifty 
thousand  dollars,  and  the  land  indemnity  to  one  hundred 
thousand  acres.  If  the  General  Assembly  will  set  apart  this 
indemnity  as  the  nucleus  of  a  'Normal  Fund',  the  experiment 
of  Teachers'  Schools  Avill  be  at  last  successful,  after  so  many 
vain  attempts." 

(h)  Recommendations. — Mr.  Parker  recommended  that 
the  above  plan  be  carried  out  by  the  State  Legislature,  and  in 
case  this  proved  unsatisfactory  he  suggested  that  half  of  the 
funds  derived  from  the  sale  of  the  unsold  public  lands  of  the 
State  might  be  used  to  form  a  Normal  Fund.  He  also  recom- 
mended that  only  one  school  be  established  at  onoe  and  that 
others  might  be  created  as  the  funds    would    justify.     He 


NORMAL  SCHOOLS.  97 

thought  five  thousand  dollars  from  the  State  Treasury  might 
be  sufficient  to  pay  the  Faculty  for  services  as  instructors  in 
the  first  school.  One  other  important  suggestion  was  made 
that  no  proposal  should  be  considered  in  the  location  of  a 
Normal  unless  the  bid  provided  at  least  forty  thousand  dollars 
for  the  construction  of  a  building,  the  plans  of  which  would 
offer  a  capacity  for  not  less  than  five  hundred  students. 

(1)  Discussion  Occasioned  hy  the  Plan. — ^When  the  plan 
was  published  it  provoked  much  discussion  in  the  newspapers, 
educational  journals  and  among  teachers  at  teachers'  associa- 
tions. One  suggestion  in  particular  was  made  that  Normal 
Schools  and  Agricultural  Schools  might  be  connected  up  in 
some  such  scheme  as  that  proposed  by  the  plan  of  Mr.  Parker. 
This  had  some  advocates  because  it  provided  a  means  of  sup- 
port from  the  State  and  also  would  enlist  at  once  the  whole 
agricultural  interests  of  the  State.  Another  suggestion  which 
occasioned  a  good  deal  of  controversy  was  to  make  the  State 
University  with  its  Normal  Department  the  central  school. 

(B)  Private  Normals  Established. — During  this  period 
of  agitation  and  effort  to  establish  State  Normal  Schools  sev- 
eral private  Normal  Schools  were  established.  Among  the 
more  important  may  be  mentioned  the  following : 

1.  The  North  Missouri  Normal. — In  February,  1867, 
Professor  Joseph  Baldwin  came  from  Indiana  to  Missouri  for 
the  purpose  of  finding  a  suitable  place  to  establish  a  private 
Normal  School.  On  visiting  Kirksville  he  finally  decided  to 
locate  the  school  there.  The  old  Cumberland  Academy  was 
used  as  the  building  to  house  the  Normal  after  some  repairing 
and  additions  had  been  made  to  it.  The  school  was  opened 
September  2,  1867,  and  during  its  first  year  one  hundred  forty 

E— 7 


98  HISTORY   OF   EDUCATION. 

students  were  enrolled  not  including  those  of  the  "Model 
School".  The  Faculty  for  the  first  year  finally  included 
eleven  members  among  whom  were  Mr.  and  Mrs.  James  M. 
Greenwood  and  Mr.  W.  P.  Nason  who  were  afterwards  mem- 
bers of  the  first  State  Normal  Faculty  of  the  North  Missouri 
Normal.  One  of  the  rather  unique  things  about  this  school 
was  the  "Model  Department",  which  was  a  sort  of  a  Training 
School  for  the  student  teachers. 

2.  Missouri  Normal  University. — In  July,  1868,  the 
County  Teachers'  Institute  of  Lawrence  County  incorporated 
an  institution  known  as  the  Missouri  Normal  University  and 
located  it  at  Marionville,  Lawrence  County.  The  institution 
was  to  be  owned  and  conducted  primarily  for  the  benefit  of 
the  teachers  of  Lawrence  County  but  other  people  could  enter 
if  they  so  desired. 

3.  Central  Normal  Scliool. — In  the  summer  of  1869  Mr. 
George  P.  Beard,  formerly  of  St.  Louis,  opened  a  summer 
Normal  in  Sedalia.  This  was  hardly  more  than  a  Teachers' 
Institute;  however  about  fifty  teachers  enrolled  the  first  day 
and  at  least  eight  instructors  were  employed  for  the  ses^sion. 
The  success  of  this  undertaking  led  Mr.  Beard  to  organize  the 
Central  Normal  School  which  was  opened  on  the  4th  of  Octo- 
ber, 1869.  The  term  was  to  be  divided  into  three  twelve 
week  sessions  for  the  ordinary  year  and  a  six  week  session  for 
the  suromer.  It  will  be  remembered  that  Mr.  Beard  was  the 
first  President  of  the  South  Missouri  Normal  which  was  locat- 
ed at  Warrensburg. 

4.  Fruitland  Normal  Institute. — The  Fruitland  Normal 
Institute  was  opened  September  1,  1869,  in  the  Pleasant  Hill 
Academy  Building,  near  Jackson  in  Cape  Girardeau  County. 
The  principal  of  the  institute  was  Professor  J.  H.  Kerr,  then 


NORMAL  SCPIOOLS.  99 

County  Superintendent  of  Cape  Girardeau  County.  Mr.  Kerr 
was  a  graduate  of  Yale  College,  and  had  established  a  very  fine 
reputation  for  scholarship  and  culture  in  Southeast  Missouri. 

IV.     STATE    NORMALS   AUTHORIZED.— After   the 

long  period  of  agitation  and  discussion  the  General  Assembly 
of  the  State  passed  an  Act  entitled,  "An  Act  to  Aid  in  the 
Establishment  of  Normal  Schools",  and  the  same  was  ap- 
proved March  19,  1870. 

(A)  Important  Provisions  of  the  Act. — 1.  Districts. — 
The  law  provided  for  two  Normal  Districts.  The  North  Mis- 
souri Normal  District  included  all  of  the  Counties  North  of 
the  Missouri  River,  and  the  South  Missouri  State  Normal 
District  included  all  of  the  Counties  South  of  the  Missouri 
River.  The  former  was  to  be  known  as  the  First  Normal  Dis- 
trict and  the  latter  as  the  Second  Normal  District. 

2.  Location  and  Management. — The  location  and  man- 
agement were  vested  in  a  Board  of  Regents  consisting  of  the 
State  Board  of  Education,  and  two  Regents  appointed  from 
each  of  the  Districts  by  the  Governor.  Under  the  law  the 
Regents  were  required  to  locate  the  Schools  in  the  Counties 
offering  the  greatest  inducements  in  buildings  and  grounds. 
Six  months  were  allowed  in  which  to  receive  bids  and  locate 
the  Schools,  one  of  which  was  located  at  Kirksville  and  the 
other  at  Warrensburg. 

3.  Original  Board  of  Regents. — The  original  Board  of 
Regents  consisted  of  the  following:  First  District:  E.  B. 
Neeley,  St.  Joseph,  and  Joseph  Baldwin,  Kirksville;  Second 
District :  G.  R.  Smith,  Sedalia,  and  J.  R.  Milner,  Springfield. 
The  State  Board  of  Education  at  this  time  was  composed  of, 
T.  A.  Parker,  Superintendent  of  Public  Instruction,  Francis 


100  HISTORY   OF   EDUCATION. 

Rodman,  Secretary  of  State,  and  H.  B.  Johnson,  Attorney- 
General.  The  Board  met  in  Jefferson  City,  December  1,  1870, 
at  the  call  of  the  State  Superintendent.  It  organized  by  electa 
ing  E.  B.  Neeley,  President,  and  Edwin  Clark,  Secretary. 

(B)  Other  Normal  Schools  Established.— The  South- 
east Missouri  Normal  School  was  established  in  1873.  In 
March,  1905,  the  Legislature  passed  two  Acts  providing  for 
two  other  Normal  Schools  in  the  State.  These  Normals  were 
located  respectively  at  Cape  Girardeau,  Springfield  and  Mary- 
ville.  The  establishment  of  the  additional  Normals  required  a 
re-districting  of  the  State,  so  that  at  present  we  have  the 
Normals  known  as  District  Nos.  1,  2,  3,  4,  and  5,  the  numbers 
being  attadied  in  the  order  of  time  in  which  the  schools  were 
organized. 

(0)  Important  Provisions  in  the  Control  and  Manage- 
ment of  the  State  Normals. — As  indicated  above,  Missouri's 
Normal  Schools  are  numbered  by  districts,  being  five  in  num- 
ber, and  the  Statutes  definitely  define  the  Counties  for  each 
normal  District.  Lincoln  Institute,  located  at  Jefferson  City, 
is  a  State  Normal  School  for  the  purpose  of  training  colored 
teachers  and  is  controlled  in  the  same  way  as  the  other  Nor- 
mals, consequently  the  general  statements  we  are  making  apply 
to  that  Institution  as  well  as  the  other  five  Normals  which  we 
have  enumerated. 

1.  Board  of  Regents. — The  control  for  each  of  the  above 
six  institutions  is  vested  in  a  separate  Board  of  Regents  com- 
posed of  seven  members.  Six  of  these  Regents  must  reside  in 
the  Normal  District,  and  one  member  shall  be  a  resident  of  the 
County  in  which  the  Institution  is  situated.  Those  for  Lin- 
coln Institute  may  reside  any  where  in  the  State.    The  State 


NORMAL   SCHOOLS.  101 

Superintendent  is  ex-officio  a  member  of  all  of  these  six  Boards 
and  makes  the  seventh  member. 

(a)  Hoiv  Appointed. — Beginning  with  the  year  1909  and 
every  two  years  thereafter  it  is  the  duty  of  the  Governor  to 
appoint  two  Regents  for  each  Normal  School.  They  are  con- 
firmed by  the  Senate,  and  their  term  of  office  is  for  six  years. 
The  law  also  provides  that  not  more  than  four  of  the  Board, 
including  the  State  Superintendent,  may  belong  to  one  polit- 
ical party. 

(h)  Organization. — Each  Board  shall  have  a  President 
and  Vice-President  who  shall  be  chosen  from  among  their  mem- 
bers. And  each  Board  must  have  a  Secretary  and  Treasurer 
whenever  such  officers  are  necessary,  and  other  officers  may 
be  chosen  at  the  discretion  of  the  Boards.  The  Treasurer  may 
not  be  a  member  of  the  Board, 

(c)  Powers  and  Duties. — Each  Board  has  full  power  to 
make  all  necessary  rules  and  regulations  for  the  management 
of  its  own  Institution.  They  may  invest  the  Faculty  with 
power  to  suspend  or  expel  students  and  they  may  appoint  all 
officers  and  teachers;  define  the  courses  of  instruction  and 
designate  the  text  books  to  be  used.  They  also  fix  the  compen- 
sation of  the  President,  Professors  and  Teachers,  define  their 
term  of  office,  and  may  remove  them  for  cause.  They  have 
power  also  to  issue  a  diploma,  which  is  a  life  certificate  to 
teach  in  the  schools  of  the  State  of  Missouri,  and  an  elementary 
certificate  which  is  a  license  to  teach  in  the  schools  of  the  State 
for  two  years.  The  President  of  each  Board  is  required  to 
make  an  annual  report  to  the  State  Superintendent  of  Public 
Schools  in  August  of  each  year,  which  report  shall  show  in  a 
detailed  way  the  condition  and  management  of  his  school. 
Each  Board  may  make  rules  for  the  admission  of  students 


102  HISTORY   OF  EDUCATION. 

such  as  it  may  deem  proper,  and  each  student  must  file  with 
the  Secretary  of  the  Board  a  signed  declaration  of  his  inten- 
tion to  teach  before  he  can  be  admitted  into  any  of  the  Nor- 
mal Schools. 

(d)  Meetings  and  Compensation  of  Members. — Each 
Board  of  Regents  shall  hold  one  annual  meeting  in  the  month 
of  June  at  the  close  of  each  school  year,  where  the  Normal  is 
located.  Adjourned  meetings  may  be  held  at  such  times  and 
places  as  may  be  determined  by  the  Board.  A  meeting  may 
be  held  on  written  request  of  two  members  of  the  Board,  or  on 
request  of  the  Faculty  when  the  same  is  signed  by  the  Presi- 
dent and  certified  by  the  Secretary.  Members  of  the  Board 
receive  no  salary  for  their  services  but  they  are  paid 
six  cents  per  mile  for  each  mile  traveled  in  going  to  and  from 
meetings,  and  other  actual  traveling  expenses.  These  ex- 
penses are  to  be  paid  out  of  the  contingent  fund  of  each  insti- 
tution. 

V.  SKETCHES  OF  THE  NORMALS: 

(A)  First  District,  Kirksville. — 1.  Location. — We  have 
already  indicated  in  a  previous  paragraph  that  the  First  Dis- 
trict Normal  was  known  as  the  North  Missouri  Normal  School. 
The  school  was  located  at  Kirksville  December  26,  1870.  To 
secure  the  school  Adair  County  gave  the  following  bonus: 
Cash  $50,000.00,  Bonds  for  furnishing  the  house  $8,000.00, 
Buildings  and  grounds  of  North  Missouri  Normal  School  $10,- 
000.00,  Site  for  new  building,  15  acres,  $7,000.00  and  cash 
for  trimming  angles  with  stone  (additional)  $1,400.00,  in  all 
$76,400.00. 

2.  Organization. — The  School  was  opened  January  1, 
1871,  and  the  cornerstone  of  the  new  building  was  laid  Sep- 
tember 6th  of  that  same  year. 


NORMAL  SCHOOLS.  103 

3.  First  Faculty. — ^We  have  already  mentioned  the  fact 
that  a  private  Normal  had  been  organized  at  Kirksville,  and 
when  the  State  Normal  was  established  the  faculty  of  the  old 
North  Missouri  Normal  School  which  had  been  in  operation  for 
three  and  one-half  years  became  the  Faculty  of  the  State  Nor- 
mal School  with  Joseph  Baldwin  as  the  Principal.  Mr.  Bald- 
win had  been  a  member  of  the  original  Board  of  Regents,  but 
when  he  was  elected  Principal  he  resigned  from  the  Board. 
The  first  catalogue  gives  as  the  Faculty :  J.  Baldwin,  Princi- 
pal, Science  and  Art  of  Teaching,  and  Mental  and  Moral 
Science;  W.  P.  Nason,  English  Language  and  Literature;  J. 
M.  Greenwood,  Mathematics,  Natural  Philosophy  and  Astron- 
omy ;  S.  M.  Pickler,  Elocution,  Logic,  Bookkeeping  and  Math- 
ematics; Amanda  Greenwood,  Geography,  Botany,  History, 
and  Reading;  Mary  Norton,  Instrumental  Music.  Assistant 
Teachers,  W.  F.  Drake,  Didactics  and  Grammar;  C.  W.  Big- 
ger, Penmanship  and  Geography;  0.  P.  Davis,  Mathematics; 
J.  T.  Smith,  Latin ;  I.  N.  Natlick,  Algebra  and  Elocution ;  W. 
E.  Coleman,  History;  Lewis  Falkenstein,  Vocal  Music,  and 
Mrs.  M.  J.  Carney,  Physiology  and  Orthography. 

4.  Early  Course  of  Study. — The  first  Course  of  Study 
published  in  1871  provided  for  four  years  of  instruction.  Can- 
didates for  admission  must  pass  an  examination  such  as  re- 
quired for  a  second  grade  County  Certificate,  which  would  be 
about  the  equivalent  of  our  third  grade  County  Certificate 
now,  or  would  mean  a  completion  of  the  elementary  school 
course.  The  following  departments  were  offering  instruction : 
The  Professional;  Mathematical;  Natural  Sciences;  English 
Language  and  Literature ;  Elocution ;  Penmanship  and  Draw- 
ing, and  History  of  Art;  Geography  and  History,  and  An- 
cient and  Modern  Languages. 


104 


HISTORY   OF  EDUCATION. 


(a)  Professional  Course. — The  first  catalogue  in  outlin- 
ing the  Professional  Course  under  the  head  "Science  of  Teach- 
ing" gives  the  following  subjects  to  be  studied: 


1.  Classification  of  Mental  Powers. 

2.  Nature  and  Office  of  each  Faculty. 

3.  Laws  of  Development  and  Discipline. 

4.  Methods  of  Cultivating  each  Faculty. 

5.  Moral  Science. 

6.  Methods  of  Cultivating  our  Moral  Nature. 

7.  Domestic  and  Social  Culture. 


METHODS  OF 
CULTURE. 


1. 
2. 

IL  3. 

METHODS  OF   4. 

INSTRUCTION.  5. 

6. 

1. 

2. 

IIL  3. 

'  SCHOOL         4. 

MANAGEMENT.5. 


Principles  of  Instruction. 

Forms  of  Instruction. 

Classification  of  Knowledge. 

Order  of  Studying  the  Branches. 

Methods  of  Teaching — Common  Branches  and  Higher  Branches. 

History  of  Methods,  and  Biography  of  Educators. 


Preparatory  Work. 

School  Organization. 

Class  Management. 

School  Government. 

School    Authorities — Science 

School  Laws. 

6.  School  Hygiene. 

7.  Teachers'  Institutes. 


of    Government  and  Missouri 


5.  School  Year. — The  School  Year  was  divided  into  four 
terms  of  ten  weeks  each,  with  a  vacation  of  one  week  at  the 
close  of  each  term,  except  the  second.  A  week's  vacation  was 
also  allowed  during  the  Christmas  Holiday. 

6.  Tuition  and  Fees. — Tuition  was  free,  but  an  incidental 
fee  of  five  dollars  per  term  was  charged. 

7.  Practice  Teaching. — A  Model  ScJiool  was  organized 
the  first  year  of  the  Normal  and  the  institution  provided  for 
the  following  phases  of  practice  training : 

(a)  Model  School  Methods. — This  method  provided  for 
pupils  to  teach  children  under  supervision  of  members  of  the 
Faculty. 


NORMAL   SCHOOLS.  105 

(b)  Normal  Class  Methods. — This  method  allowed  the 
students  of  the  class  the  privilege  of  teaching  the  class,  usually 
once  a  week  while  the  regular  teacher  observed  the  student 
teacher.  The  regular  Normal  teacher  observed  the  teacher 
and  gave  criticisms  upon  the  performance. 

(c)  The  Training  Class  Methods. — In  this  method  the 
regular  teacher  presents  methods  to  the  entire  class,  after 
which  the  class  is  divided  into  sections,  some  member  of  the 
section  teaching  it,  and  finally  all  the  sections  meet  for  criti- 
cism, discussion  and  suggestions. 

(d)  The  Reciprocal  Method. — This  method  simply  divided 
the  classes  of  the  school  into  sections  varying  from  two  to  eight 
in  number.  One  member  of  the  section  acted  as  the  teacher, 
and  the  others  were  pupils. 

(e)  The  Faculty  Method. — In  this  method  members  of 
the  senior  class  and  other  students  of  marked  ability  were 
selected  to  be  members  of  the  regular  Faculty. 

The  catalogue  suggests  that  the  best  thing  to  do  in  the 
matter  of  practice  teaching  is  to  combine  all  five  of  the  above 
methods  to  insure  the  best  possible  training  in  the  art  of  teach- 
ing. 

8.  Pledged  to  Teach. — Each  student  was  required  to  sign 
a  pledge  declaring  his  intention  to  teach  in  the  public  schools 
of  Missouri  before  enrollment  in  the  institution  could  be  com- 
pleted. 

9.  Statistics. — (a)  Faculty. — The  present  Faculty  num- 
bers forty-three  members,  including  a  few  students  who  are 
on  scholarships. 

(h)  Students. — In  the  Normal  proper  for  the  year  1909-10 
thirteen  hundred  ninety-four  students  were  enrolled  and  two 
hundred  twenty-seven  were  enrolled  in  the  Training  Schools. 


106  HISTORY   OF   EDUCATION. 

Since  its  organization  the  school  has  enrolled  twenty-seven 
thousand  five  hundred  seventy-two  students. 

(c)  Graduates. — The  school  has  issued  one  thousand  and 
seventy-eight  diplomas  and  two  thousand  one  hundred  seventy 
certificates  since  its  organization.  This  makes  a  total  of  three 
thousand  two  hundred  forty-eight. 

(d)  The  Value  of  the  Plant. — The  value  of  the  plant  in- 
cluding buildings,  grounds  (15  acres),  library,  scientific  ap- 
pliances, etc.,  is  $225,000.00.  The  school  also  holds  options  on 
sixty  acres  of  land  near  the  campus  at  a  price  of  $25,000.00. 
It  is  the  purpose  of  the  school  to  use  this  land  for  its  agricul- 
tural department. 

(e)  Student  Organizations. — The  institution  has  the  fol- 
lowing student  organizations:  The  Philomathean  Literary 
Society  and  the  Senior  Literary  Society  are  mixed  socie- 
ties for  men  and  women;  The  Elizabeth  Browning  Club, 
is  a  student  organization  for  young  women;  The  Websterian 
Debating  Club,  The  Claytonion  Debating  Club,  The  Ciceronian 
Debating  Club  and  The  Demosthenonian  Debating  Club  for 
young  men ;  The  Current  Topics  Club  for  young  women ;  His- 
tory Club  for  men  and  women,  including  members  of  the 
Faculty.  There  is  also  the  Art  Club,  the  German  Club,  Latin 
Club,  Science  Club  and  Shakespeare  Society.  These  societies 
meet  once  a  week,  some  of  them  having  their  meetings  in  the 
day  time  and  some  in  the  evening.  Credit  may  be  given  for 
work  done  in  the  various  clubs  and  societies  at  the  discretion 
of  the  Public  Speaking  and  Debating  Department.  There  is 
also  an  Athletic  Club  composed  of  young  women  who  are  stu- 
dents in  the  Department  of  Physical  Education. 

(f)  Total  Appropriations. — Since  the  organization  of  the 
school,  including  the  appropriations  made  in  1909,  the  Gen- 


NORMAL   SCHOOLS.  107 

eral  Assembly  has  appropriated  $940,585.41  for  the  needs  of 
the  school. 

10.  Characterization. — In  its  last  Bulletin  the  avowed 
purpose  of  the  school  is  to  furnish  teachers  for  the  public 
schools  of  the  State.  And  this  is  interpreted  to  mean  all  of  the 
Schools  including  both  elementary  and  secondary  and  also  the 
training  of  teachers  for  the  special  subjects  which  have  recent- 
ly been  added  to  the  school  curriculum,  such  as  Commerce, 
Agriculture,  the  Arts  of  Music,  Drawing,  etc.  No  other  Normal 
School  in  the  State  is  putting  quite  so  much  emphasis  on  the 
rural  school  problem  as  this  Normal.  Its  thoroughly  equipped 
"Model  Rural  School"  is  one  of  the  evidences  tending  to  con- 
firm this  statement. 

11.  Presidents. — (a)  Joseph  Baldwin,  President  of 
North  Missouri  Private  Normal  from  September  2,  1867,  to 
December  31,  1870,  and  President  of  the  First  District  Normal 
from  January  1,  1871,  to  September  1,  1881.  (b)  W.  P.  Na- 
son,  Acting  President  for  one  year,  1881  to  1882;  (c)  J.  P. 
Blanton,  from  September,  1882,  to  June,  1891;  W.  D.  DoD- 
son,  from  September,  1891,  to  June,  1899 ;  John  R.  Kirk,  from 
June,  1899,  to . 

(B)  Second  District,  Warrensburg. — 1.  Location. — On 
the  26th  day  of  December,  1870,  the  Second  District  Normal 
was  located  at  Sedalia,  Sedalia  and  Pettis  County  having 
offered  a  bonus  of  $85,000.00  to  secure  its  location.  At  the 
meeting  of  the  Board  of  Regents  held  in  Jefferson  City  April 
26,  1871,  the  Board  rescinded  its  action  locating  the  school  at 
Sedalia,  on  account  of  Sedalia  and  Pettis  County  not  having 
complied  fully  with  the  terms  of  the  contract  provided  for 
the  location  of  the  school.  And  immediately  the  Board  ac- 
cepted a  proposition  offered  by  Johnson  County  and  Warrens- 


108  HISTORY   OF   EDUCATION. 

burg,  which  provided  that  the  City  and  County  should  donate 
a  site  for  the  building,  including  twenty  acres  of  land  situated 
immediately  south  of  the  City  of  Warrensburg,  and  also  erect 
a  building  on  the  same  'to  cost  $200,000.00,  the  same  to  be 
completed  in  eighteen  months.  In  carrying  out  this  contract 
Johnson  County  voted  bonds  to  the  amount  of  $128,000.00  and 
the  City  $45,000.00,  while  private  citizens  bought  and  donated 
the  campus. 

2.  Some  Early  Difficulties. — The  corner  stone  for  the  new 
building  was  laid  August  16,  1871,  and  the  first  story  was 
ready  for  occupancy  by  the  close  of  the  next  year  but  the 
building  itself  as  originally  planned  was  not  completed  until 
1881,  when  the  Legislature  made  an  appropriation  to  finish  it. 
This  unfinished  condition  of  the  building  together  with  certain 
other  difficulties  in  the  early  organization  somewhat  hindered 
the  early  progress  of  the  school. 

3.  First  Faculty. — The  first  Faculty  consisted  of  George 
P.  Beard,  Principal,  who  had  been  President  of  the  Central 
Normal  School  at  Sedalia,  Mr.  E.  A.  Angell  and  Miss  Lucy  J. 
Maltby.  Later  in  the  year  other  members  were  added  to  the 
Faculty  as  follows:  Mr.  S.  K.  Wliiting,  Vocal  Music;  Lizzie 
A,  Boyakin,  Instrumental  Music,  and  Ethel  P.  Sherman,  As- 
sistant Teacher.  Mr.  Beard  was  Instructor  in  Didactics,  Mr. 
Angell  in  Natural  Sciences  and  Elocution  and  Miss  Maltby  in 
Mathematics.  Mr.  Beard  continued  as  Principal  for  only  one 
year  and  he  was  succeeded  by  James  Johonnot,  who  came  from 
the  State  Normal  School  at  Albany,  New  York.  Miss  Maltby 
was  also  a  graduate  of  that  same  school.  During  the  second 
year  Professor  Hermann  Krusi,  who  was  a  son  of  the  Krusi 
who  had  worked  with  Pestalozzi  in  Switzerland,  was  elected  to 


NORMAL  SCHOOLS.  109 

teach  Mathematics  and  German.     He  was  selected  to  bring 
the  Pestalozzian  system  of  teaching  to  the  school. 

4.  Early  Course  of  Study. — The  early  Course  of  Study 
was  practically  the  same  as  that  used  in  the  First  District  Nor- 
mal, so  it  is  not  necessary  to  offer  any  discussion  of  it  here. 
Indeed,  it  can  be  said  that  the  provisions  relating  to  course 
of  study,  conditions  of  admission,  etc.,  were  identical  for  the 
schools  because  they  were  both  under  the  same  Board  of  Re- 
gents, as  we  have  already  indicated  when  we  discussed  the 
laws  establishing  them. 

5.  Practice  School. — The  Practice  School  was  known  as 
the  "Model  Department"  which  embraced  the  public  schools 
of  Warrensburg,  with  Mr.  J.  J.  Campbell  as  Principal.  Mr. 
Campbell  afterwards  became  a  member  of  the  Faculty  and 
for  many  years  was  at  the  head  of  the  English  Department. 
This  arrangement  did  not  prove  to  be  satisfactory  and  was  soon 
discontinued.  An  effort  was  made  to  establish  a  Training 
School  in  connection  with  the  Normal  proper  but  this  was  also 
discontinued  in  1873,  and  the  Training  School  facilities  were 
not  finally  provided  for  until  the  school  year  1881-2. 

6.  Summer  School. — The  summer  school  was  organized 
in  1896  and  continued  as  a  sort  of  a  private  enterprise  until 
1901,  when  the  General  Assembly  made  an  appropriation  of 
$2,000.00  for  the  summers  of  1901  and  1902.  Before  this  time 
a  few  members  of  the  Faculty  taught  in  the  school  and  re- 
ceived for  their  remuneration  the  fees  which  were  charged  for 
enrollment ;  however  it  may  be  said  that  this  furnished  a  very 
small  compensation  for  the  teachers. 

7.  Statistics. — (a)  Faculty. — The  Faculty  now  numbers 
forty-eight  members,  and  no  student  teachers  are  included  in 
this  number. 


110  HISTORY   OF   EDUCATION. 

(b)  Students. — During  the  year  1909-10,  sixteen  hundred 
forty-nine  students  were  enrolled  in  the  Normal  proper  and, 
three  hundred  five  children  were  enrolled  in  the  Training 
School,  making  a  total  of  nineteen  hundred  fifty-four  students. 
Since  its  organization  the  institution  has  enrolled  thirty  thou- 
sand nine  hundred  eleven  students  for  the  Normal  proper. 

(c)  Value  of  Plant. — The  school  plant  including  grounds, 
buildings,  equipments,  etc.,  is  now  estimated  to  be  worth  more 
than  $400,000.00. 

(d)  Student  Organizations. — There  are  six  Literary  Socie- 
ties :  the  Athenian,  Baconian  and  the  Irving  for  young  men ; 
the  Campbell,  Orsborne  and  Periclean  for  young  women. 
Members  of  the  Faculty  may  be  honorary  members  of  the 
societies  but  the  immediate  supervision  of  them  is  under  the 
control  of  the  head  of  the  Department  of  Expression. 

The  students  maintain  both  a  Young  Men's  Christian  As- 
sociation and  a  Young  Women 's  Christian  Association.  All  of 
these  Associations  have  halls  well  furnished  and  decorated  for 
their  uses.  In  general  they  hold  weekly  meetings.  The  Socie- 
ties have  their  halls  in  the  new  Gymnasium  Building  or  in 
the  upper  story  of  the  old  Normal  Building.  There  is  also  an 
Oratorical  Association  which  is  made  up  of  the  members  of 
the  various  societies.  The  work  of  this  Association  is  carried 
on  through  an  Executive  Committee  which  is  composed  of  the 
Officers  of  the  various  Societies. 

The  Athletic  Association  was  first  organized  in  1896,  and 
it  now  includes  all  of  the  students  of  the  school  as  they  pay  the 
one  dollar  fee  on  the  entrance  to  the  school.  This  fee  entitles 
them  to  a  ticket,  which  becomes  an  admission  ticket  to  all 
games  on  the  Normal  Athletic  Field.  The  Faculty  Athletic 
Committee  has  supervision  over  the  Athletic  Association.    Be- 


NORMAL   SCHOOLS.  Ill 

sides  the  above  organizations  the  students  and  Faculty  main- 
tain the  Science  Club,  the  Debate  Club,  the  Dramatic  Club, 
the  Camera  Guild  and  the  Tennis  Club. 

There  are  seven  musical  organizations  directed  by  the 
members  of  the  Music  Department.  At  present  these  organi- 
zations are  the  Chorus,  composed  of  men  and  women,  the  Male 
Chorus,  the  Girls  Chorus,  a  Band,  two  Orchestras  and  the 
Mandolin  Club. 

The  Alumni  Association  is  composed  of  all  the  full  course 
graduates  of  the  school  and  now  numbers  thirteen  hundred 
twenty-eight  members. 

(e)  Graduates. — Since  the  organization  of  the  school  in 
1871  the  Board  of  Regents  has  issued  thirteen  hundred  twen- 
ty-eight diplomas,  and  thirty-one  hundred  and  eight  certifi- 
cates. 

(f)  Total  Appropriations. — Including  the  appropriations 
made  by  the  General  Assembly  in  1909,  there  has  been  appro- 
priated to  the  credit  of  this  Normal  $1,059,287.42. 

8.  Characterization. — Since  the  time  of  President  Ors- 
borne  the  School  has  always  been  characterized  by  a  deep  pro- 
fessional spirit.  At  present  it  seems  fair  to  say  that  its  new 
Training  School  Building  provides  a  very  unusual  equipment 
for  that  important  phase  of  Normal  work;  the  new  Gymnas- 
ium Building  with  its  elaborate  equipment  provides  a  most 
adequate  opportunity  for  a  large  emphasis  on  Hygiene  and 
Physical  education;  and  a  recent  revision  in  the  courses  de- 
manding more  work  for  entrance  gives  emphasis  to  the  college 
courses  of  the  Normal,  while  the  Technological  courses  were 
revised  in  such  a  way  as  to  make  them  comparable  with  those 
of  the  very  best  Normal  Schools  in  the  country. 

9.  List  of  Presidents. —  (a)    George  P.  Beard,    1870    to 


112  HISTORY  OF  EDUCATION. 

1871;  (b)  James  Jolionnot,  1871  to  1875;  (c)  George  L. 
Orsborne,  1875  to  November,  1898;  (d)  George  H.  Howe, 
1898  to  1901;  (e)  E.  B.  Craighead,  1901  to  October,  1904; 
(f)  James  E.  Ament,  1901  to  1906;  (g)  W.  J.  Hawkins,  1906 
to . 

(C)  Third  District,  Cape  Girardeau. — 1.  Location  and 
Organization. — The  Southeast  Missouri  Normal  was  provided 
for  by  a  Legislative  Act  which  was  approved  March  22,  1873. 
The  school  was  located  by  the  State  Board  of  Education  whic}i 
consisted  of  John  Monteith,  State  Superintendent ;  Eugene  F. 
Weigel,  Secretary  of  State ;  H.  Clay  Ewing,  Attorney  General, 
and  four  other  members  who  together  with  the  State  Board 
were  to  constitute  the  Board  of  Regents.  The  Governor  ap- 
pointed George  W.  Farrar  of  Iron  and  Jacob  H.  Burrough  of 
Cape  Girardeau  to  serve  for  two  years,  and  T.  J.  0 'Morrison 
of  New  Madrid  and  Charles  C.  Eozier  of  Ste.  Genevieve  to 
serve  for  four  years.  The  Board  met  in  Jefferson  City  Sep- 
tember 30,  1873,  and  after  considering  all  of  the  bids  accepted 
the  one  offered  by  the  City  of  Cape  Girardeau,  which  included 
fifty  thirty-year  eight  per  cent  bonds,  valued  at  $50,000.00, 
notes  and  cash  $6,085.00  and  lands  sufficient  to  bring  the  total 
bonus  up  to  $65,975.90.  However  the  Board  put  a  value  of 
only  $54,865.00  upon  the  bonus  offered  since  the  cash  value 
of  the  bonds  was  only  $43,640.00.  The  site  selected  for  the 
school  was  the  hill  known  as  "Fort  B". 

2,  First  Faculty  and  Opening  of  the  School. — At  a  meet- 
ing of  the  Board  of  Regents  held  December  3,  1873,  it  was 
decided  to  open  the  school  at  once.  Professor  L.  H.  Cheney 
was  elected  President  and  Mrs.  Frances  A.  Cheney  was  chosen 
as  assistant.  On  December  10,  1873,  the  school  was  opened 
temporarily  in  the  upper  rooms  of  the  public  school  building. 


NORMAL   SCHOOLS.  113 

Thirty-five  students  were  enrolled  on  the  opening  day  of  the 
school  and  fifty-seven  attended  during  the  first  year. 

3.  Course  of  Study. — As  might  be  expected  Professor 
Cheney  modeled  his  course  very  much  after  that  which  was 
in  use  in  the  Warrensburg  Normal.  We  have  already  recited 
the  fact  that  the  courses  were  very  similar  in  the  two  old 
Normals  at  first,  therefore  it  is  not  necessary  to  give  any  fur- 
ther statements  about  the  course  in  this  school. 

4.  Practice  School. — The  Practice  School  was  established 
in  1876  but  this  Department  did  not  have  a  separate  building 
till  September,  1903.  This  building  was  constructed  out  of  a 
portion  of  the  insurance  received  when  the  old  Normal  build- 
ing was  destroyed  by  fire  in  1902. 

5.  Destruction  of  the  Buildings  dy  Fire. — The  main  build- 
ing of  the  Normal  was  burned  on  the  night  of  April  7,  1902, 
and  it  was  necessary  for  the  scliool  to  find  temporary  quarters 
till  new  buildings  could  be  constructed.  During  this  time  the 
school  occupied  the  Court  House  and  some  Churches  and  other 
buildings.  This  disaster  may  be  said  to  have  been  a  blessing 
in  disguise,  for  the  General  Assembly  in  1903  appropriated 
$200,000.00  to  erect  a  new  building.  And  in  1905  an  addition- 
al $100,000.00  was  appropriated  to  complete  and  furnish  the 
main  building,  grade  the  grounds,  provide  a  power  house  and 
Manual  Training  Department  and  to  equip  the  Library. 

6.  Statistics. — (a)  Facidty. — The  Faculty  now  numbers 
thirty-four  members,  none  of  which  are  student  assistants. 

(h)  Students. — For  the  year  1909-10  there  were  nine  hun- 
dred three  students  enrolled  for  the  regular  term ;  one  hundred 
fifty-six  in  the  Training  School  and  one  hundred  seventy-five 
farmers  in  the  short  term  Agricultural  Course,  making  a  total 
of  twelve  hundred  thirty-four  students.     Since  the  organiza- 

E— 8 


114  HISTORY   OF  EDUCATION. 

tion  of  the  Sdiool  thirteen  thousand  eight  hundred  eighty- 
three  students  have  been  enrolled,  counting  by  years  and  not 
individuals. 

(c)  Graduates. — The  School  has  issued  six  hundred  four 
diplomas  which  includes  eleven  A.  B.  degrees. 

(d)  Value  of  Plant. — The  plant  including  buildings,  Li- 
brary, land,  laboratories,  etc.,  is  now  valued  at  $500,000.00. 

(e)  Student  Organizations. — There  are  four  Literary 
Societies  in  the  School :  The  Webster  and  Benton  for  young 
men;  and  the  Clio  and  Sorosis  for  young  women.  These 
societies  meet  regularly  on  Saturday  afternoons  or  evenings. 
They  have  finely  furnished  halls  and  tlieir  exercises  are  open 
for  visitation  by  the  Faculty  and  students.  The  students  also 
maintain  a  Young  Men's  Christian  Association  and  a  Young 
Women's  Christian  Association.  The  Schiller  Verein  Society 
is  organized  to  afford  students  who  are  studying  German  an 
opportunity  to  practice  in  speaking  German.  The  students 
also  maintain  an  excellent  Military  Band. 

(f)  Dormitories. — The  school  conducts  two  dormitories 
— Leming  Hall  for  young  women  and  Albert  Hall  for  young 
men.  Leming  Hall  accommodates  about  one  hundred  women 
and  Albert  Hall  about  eighty  men.  These  halls  are  directly 
under  the  control  of  the  school  and  it  is  the  purpose  of  the 
management  to  furnish  them  to  the  students  at  actual  cost. 
They  are  not  owned  by  the  State  but  rented  and  paid  for  by  ic. 

(g)  Total  Appropriations. — The  State  has  appropriated 
$1,067,436.80  for  the  support  and  maintenance  to  this  institu- 
tion.    This  includes  the  appropriation  made  in  1909. 

7.  List  of  Presidents.— (a)  L.  H.  Cheney,  1873  to  1876; 
(I)  Kirk,  1876  to  1877;  (c)  C.  H.  Butcher,  1877  to  1881; 
(d)  R.  C.  Norton,  1881  to  1893 ;  (e)  W.  D.  Vandiver,  1893  to 


NORMAL   SCHOOLS.  115 

1897 ;  (f)  John  S.  McGee,  1897  to  1899 ;  (g)  W.  S.  Dearmont, 
1899  to  . 

8.  Characterization. — As  indicated  by  the  total  valuation 
in  the  property  of  the  school  this  Normal  has  the  most  valuable 
material  equipment  in  the  State,  and  one  of  the  most  valuable 
in  the  "West.  The  school  emphasizes  its  College  Courses  and 
it  is  possible  for  the  student  to  secure  an  A,  B.  degree  without 
undertaking  the  professional  work  of  the  Normal  proper.  It 
has  a  thoroughly  up  to  date  organization  in  the  matter  of 
courses,  including  not  only  the  College  courses,  but  also  the 
Art  courses,  such  as  Manual  Training,  Music,  Drawing,  etc, 

(D)  Fourth  District,  Springfield. — 1.  Location  and 
Organization. — The  Fourth  Normal  District  was  established 
by  an  Act  of  the  43rd  General  Assembly,  approved  March  17, 
1905.  The  District  was  composed  of  twenty-two  Counties  in 
Southwest  Missouri.  The  Governor  appointed  a  Commission 
to  locate  the  School  and,  after  considering  all  the  propositions, 
the  School  was  finally  located  at  Springfield.  To  secure  its  lo- 
cation the  citizens  of  Springfield  gave  thirty-eight  acres  of  land 
for  the  normal  site  and  a  bonus  of  $25,000.00  in  cash.  The 
school  was  opened  June  10,  1906  in  some  leased  buildings  for 
its  first  session.  During  the  summer  session  it  enrolled  five 
hundred  forty-three  students. 

2.  First  Faculty. — The  summer  school  above  mentioned 
was  under  the  direction  of  Principal  E.  E.  Dodd  of  the  Spring- 
field High  School  and  President  J.  A.  Taylor  of  the  Springfield 
Business  College  and  had  a  Faculty  of  about  twenty-five  teach- 
ers, some  of  whom  were  regular  teachers  in  Drury  College 
and  the  Springfield  High  School  and  others  were  Principals 
and  Superintendents  out  in  the  Normal  District.    W.  T.  Car- 


116  HISTORY   OF   EDUCATION. 

rington  was  selected  as  the  first  President  of  the  School  but 
he  did  not  enter  upon  his  duties  until  January  15,  1907.  In 
the  meantime  the  School  opened  for  its  first  regular  term  in 
September,  1906,  with  C.  E.  Marston,  Director  of  the  School ; 
J.  A.  Taylor,  Business  Manager;  Mrs.  Cora  L.  Boeringer, 
Virginia  Craig  and  Elizabeth  Park;  Messrs.  D.  T.  Kizer,  W. 
E.  Vaughn;  and  Mr.  and  Mrs.  C.  P.  Kinzey  teachers. 

3.  Buildings. — A  general  plan  for  the  School  provides  a 
scheme  for  three  buildings  with  a  heating  plant  sufficient  for 
heat  and  light  for  all  of  them.  The  cornerstone  for  Academic 
Hall,  which  is  to  be  the  main  building,  was  laid  with  imposing 
ceremonies  August  10,  1907.  This  building  is  now  completed 
and  is  one  of  the  handsomest  Normal  School  Buildings  in  the 
country.  It  is  two  hundred  twenty-six  by  one  hundred  sixty 
feet  and  contains  a  fine  Auditorium  of  one  thousand  seating 
capacity,  Library,  Gymnasium,  Halls  for  Literary  Societies 
and  Christian  Associations  and  twenty-three  school  rooms. 

4.  Training  School. — The  Training  School  is  a  graded 
school  with  three  departments  located  on  Kingshighway,  a 
little  way  off  the  Normal  Campus.  It  is  known  as  the  ' '  Green- 
wood School"  and  is  supervised  by  members  of  the  regular 
Normal  Faculty  and  the  critic  teachers  of  the  School. 

5.  School  Dormitory. — Irving  Dormitory  is  managed  by 
the  Normal,  though  it  is  not  owned  by  the  State.  It  will 
accommodate  sixty-four  young  women  and  is  leased  and  man- 
aged so  as  to  provide  accommodations  for  more  women  near 
the  campus. 

6.  Statistics. — (a)  Faculty. — The  Faculty  now  numbers 
thirty,  which  does  not  include  any  student  teachers. 

(b)  Students. — For  the  school  year  1909-10,  thirteen  hun- 
dred eighty-eight  students  were  enrolled  and  since  its  organ- 


NORMAL   SCHOOLS.  117 

ization  the  institution  has  enrolled  four  thousand  six  hundred 
forty-six  students. 

(c)  Graduates. — The  Diploma  has  been  granted  to  one 
hundred  seventy-seven  students  since  the  opening  of  the 
school. 

(d)  Value  of  Property. — The  school  prooerty,  including 
grounds,  buildings,  equipment,  etc.,  is  valued,  at  $300,000.00. 

(e)  Student  Organizations. — There  are  four  Literary  So- 
cieties supported  by  the  students.  The  Bentonian  and  Car- 
rington  have  both  the  young  men  and  young  women  as  mem- 
bers. The  Boys'  Normal  Debating  Club  is  for  young  men 
who  desire  training  in  debate.  The  Girls'  Normal  Dramatic 
Club  is  an  organization  for  young  women  who  are  interested 
in  general  literary  activities.  The  students  also  have  a  Young 
Men's  Christian  Association  and  a  Young  Women's  Chris- 
tian Association.  There  are  three  Musical  organizations, 
namely,  The  Choral  Club,  Cornet  Band  and  a  Ladies '  Quartet. 

(f)  Total  Appropriations. — Since  the  establislnnent  of 
the  school  in  1905  $282,201.76  have  been  appropriated  for  the 
support  and  maintenance  of  it. 

7.  Characterization. — The  school  has  experienced  a  mar- 
velous growth  and  acquired  a  high  degree  of  efficiency  for  so 
short  a  history.  Perhaps  no  other  Normal  School  in  the  West 
has  developed  so  rapidly.  No  doubt  this  prosperity  is  in  a 
large  measure  due  to  the  wise  business  management  on  the 
part  of  the  Board  of  Regents  and  President  Carrington  who 
has  been  the  only  President  the  School  has  had  since  its  or- 
ganization. That  there  was  need  for  such  an  institution  in 
the  Southwest  part  of  the  State  is  evidenced  by  the  fact  that 
the  school  has  been  so  thoroughly  appreciated  and  patronized 
during  its  four  years  of  existence. 


118  HISTORY   OF   EDUCATION. 

(E)  Fifth  District,  Maxyville.— 1.  Location.— The  Fifth 
Normal  District  was  established  by  an  Act  of  the  General 
Assembly  which  was  approved  on  the  25th  day  of  March, 
1905.  The  Governor  appointed  a  Commission,  consisting  of 
C.  C.  Fogle  of  Lancaster;  Edmund  MoWilliams  of  Plattsburg; 
C.  A.  Calvird,  Clinton ;  J.  W.  Fox  of  Monroe  City  and  Dean 
J.  C.  Jones  of  the  University  to  locate  the  school.  This  Com- 
mission visited  the  competing  points  and  decided  to  locate  the 
school  at  Maryville.  To  secure  the  institution  Maryville  do- 
nated a  tract  of  eighty-six  acres  of  land  and  $58,000.00  in  cash. 
Later  the  Board  of  Regents  bought  an  additional  tract  of  land 
consisting  of  thirty-one  acres  so  that  now  the  campus  includes 
one  hundred  seventeen  acres  of  land,  representing  a  value  of 
not  less  than  $64,984.50. 

2.  Organization. — On  January  4,  1906,  the  Board  of  Re- 
gents elected  Mr.  Frank  Deerwester,  head  of  the  Department 
of  Pedagogy  in  the  Warrensburg  State  Normal,  President  of 
the  School.  It  was  decided  to  open  the  school  for  a  summer 
session  on  June  13,  1906.  A  temporary  Faculty  was  selected 
to  do  the  teaching  for  this  summer  session.  It  consisted  large- 
ly of  Superintendents  and  Principals  in  the  various  to^\^ls  of 
the  District,  among  others  Superintendent  J.  A.  Whiteford  of 
St.  Joseph,  T.  B.  Ford  of  Trenton,  B.  M.  Stigall,  Manual 
Training  High  School  of  Kansas  City,  B.  F.  Duncan  of  Mary- 
ville, George  H.  Colbert  of  Clarinda,  Iowa,  and  Miss  Alpha 
Bigley  of  Redlands,  California. 

3.  First  Regular  Faculty. — The  first  regular  Faculty  con- 
sisted of  Frank  Deerwester,  President  and  Professor  of 
Pedagogy;  T.  B.  Ford,  English;  George  H.  Colbert,  Mathe- 
matics; J.  J.  Bryant,  Sciences;  Jesse  Lewis,  History;  J.  R. 
Hale,  Latin ;  Eudora  Mather,  Training  School ;  Alpha  Bigley, 


NORMAL   SCHOOLS.  119 

Manual  Training  and  Drawing;  B.  F.  Duncan,  Civics  and 
Economics;  H.  M.  Cook,  Physical  Culture  and  Elocution; 
P.  0.  Landon,  Vocal  Music;  Mrs.  Martha  B.  Clark,  Librarian, 
and  Miss  Kate  Clement,  General  Assistant. 

4.  Difficulties. — The  School  has  encountered  some  rather 
serious  difficulties  in  its  short  history.  For  various  reasons 
the  buildings  have  not  yet  been  completed.  This  is  the  result 
of  misunderstandings  with  contractors  and  some  division  of 
opinion  in  the  Board  in  regard  to  plans  and  the  expenditure  of 
the  money.  Further  complications  have  been  made  by  the 
fact  that  the  school  has  had  three  Presidents  during  its  short 
history.  No  one  of  them  staying  long  enough  so  far  to  inaug- 
urate and  carry  out  any  school  policy. 

5.  Statistics. — (a)  Faculty. — The  Faculty  now  consists  of 
twenty-two  members,  all  of  which  are  regular  teachers. 

(h)  Total  Appropriations. — The  school  has  received  from 
the  State  $295,527.47,  including  the  appropriations  of  1909. 

(F)  Lincoln  Institute,  Jefferson  City. — 1.  Origin. — The 
first  funds  for  the  establishment  and  support  of  an  institution 
for  the  educational  advancement  of  the  colored  race  came 
from  contributions  made  by  the  soldiers  of  the  Sixty-second 
and  Sixty-fifth  Regiments  of  U.  S.  Colored  Infantry.  These 
soldiers  contributed  $6,379.00  for  the  purpose  of  establishing 
a  school  in  Missouri  for  colored  children  so  that  they  might 
secure  a  practical  education. 

2.  Organization. — The  school  was  organized  with  a  Board 
of  Trustees  consisting  of  ten,  June  8,  1866,  and  incorporated 
under  the  General  Laws  of  the  State  June  25,  1866. 

3.  First  Session. — The  school  was  opened  September  17, 
1866,  having  been  located  at  Jefferson  City.  It  was  opened 
under  the  name  of  "Lincoln  Institute"  with  R.  B.  Foster,  a 


120  HISTORY   OF   EDUCATION. 

New  England  white  man,  as  Principal.     Mr.  Foster  served  as 
Principal  for  two  years. 

4.  Early  Struggles. — The  school  had  serious  difficulties 
during  the  first  years  of  its  existence  because  no  definite  means 
of  support  had  been  provided.  The  only  revenue  came  from 
donations  and  subscriptions  which  were  collected  from  various 
sources  and  not  paid  with  any  regularity. 

5.  State  Aid. — In  1870  the  State  Legislature  appropriated 
$5,000.00  for  teachers'  salaries  and  in  1879  the  Institution  was 
taken  over  by  the  State,  its  indebtedness  of  $5,000.00  paid 
and  the  bi-ennial  appropriation  made  for  its  support.  These 
appropriations  have  been  made  at  each  session  of  the  General 
Assembly  from  that  time  to  the  present. 

6.  Departments. — The  Institute  is  now  organized  to  iiv 
clude  (a)  the  Collegiate  Department ;  (h)  the  Normal  Depart- 
ment; (c)  the  Sub-Normal  Department;  (d)  the  Training 
School  and  (e)  The  Industrial  Department  for  Young  Men 
and  also  (j)  The  Industrial  Department  for  Young  Women. 
No  detailed  discussion  is  made  of  these  Departments  for  they 
are  under  the  same  standards  as  those  of  the  other  Normals 
and  the  University.  The  Collegiate  Department  and  Prepar- 
atory School  were  established  in  1887  and  at  the  same  time 
the  Normal  Department  was  organized  and  the  Legislature 
made  the  Normal  Diploma  a  life  certificate  to  teach  in  the 
colored  schools  of  the  State,  and  also  at  this  same  time  the 
limited  State  certificate  was  provided  for.  The  Industrial 
Department  was  organized  in  1889. 

7.  Buildings. — The  main  building  was  completed  in  1871. 
It  was  a  very  good  brick  building,  three  stories  high,  well  ar- 
ranged and  located  upon  a  very  good  site  just  outside  the  city 
limits  of  Jefferson  City.     The  grounds  contain  twenty  acres. 


NORMAL   SCHOOLS.  121 

In  1894  the  main  building  was  destroyed  by  fire ;  however  the 
next  Legislature  appropriated  $40,000.00  for  a  new  building, 
which  is  much  more  commodious  than  the  old  one.  The  school 
also  has  a  dormitory  for  young  men  and  one  for  young  women. 

8.  Statistics. — (a)  Faculty. — The  Faculty  now  consists  of 
twenty-four  men  and  women  who  give  themselves  entirely  to 
teaching  or  in  supervision  of  some  of  the  student  activities. 
No  student  teachers  are  included  in  this  number. 

(b)  Students. — For  the  year  1909-10  three  hundred  thir- 
ty-three students  were  enrolled,  not  including  the  training 
school  which  enrolled  fifty  more,  making  a  total  of  three  hun- 
dred eighty-three  students  for  the  institution. 

(c)  Graduates. — Since  the  organization  of  the  Institute 
there  have  been  graduated  four  hundred  seventy-eight  stu- 
dents from  the  Collegiate  and  Normal  Departments. 

(d)  Student  Organizations. — The  students  have  the  fol- 
lowing organizations :  The  Alumni  Association,  which  was 
organized  in  1876;  The  Olive  Branch,  a  society  for  young 
women  in  the  Normal  and  Collegiate  Departments ;  The  Allen 
Literary  Society;  The  Longfellow  and  Shakespeare  Club; 
The  Lincoln  Fraternity  and  the  Lincoln  Sorority.  These  so- 
cieties meet  once  each  week  for  general  literary  purposes  and 
social  meetings  are  held  once  a  month.  The  members  of  the 
faculty  attend  these  meetings. 

(e)  The  Plant. — The  Plant  now  consists  of  a  main  build- 
ing, two  dormitories  and  the  heating  plant.  These  buildings 
are  situated  on  a  campus  of  twenty  acres  and  in  addition  the 
Institute  owns  a  small  farm  consisting  of  twenty-eight  acres. 

9.  Characterization. — As  organized  now  the  Institute  of- 
fers very  adequate  training  for  students  who  want  to  become 
teachers  in  the  colored  schools  of  the  State,  including  both 


122  HISTORY   OF  EDUCATION. 

elementary  schools  and  High  Schools.  Moreover,  very  excel- 
lent opportunity  is  offered  in  the  Industrial  Department  for 
vocational  training  for  both  men  and  women. 

10.  Presidents. — No  exact  dates  can  be  given  for  the  Pres- 
idents but  the  following  have  served  in  that  capacity  at  some 
time:  R.  B.  Foster,  for  two  periods  of  two  years  each;  S.  C. 
Mitchell;  W.  H.  Payne;  J.  H.  Jackson,  who  was  the  first  col- 
ored man  to  succeed  to  the  Presidency,  and  since  his  time  all 
of  the  Presidents  have  been  members  of  the  colored  race;  E.  A. 
Clark;  Inman  E.  Page,  who  was  President  for  eighteen  years; 
and  B.  F.  Allen,  who  was  elected  in  1902  and  is  still  in  that 
position. 

VI.    SUPPORT  OF  THE  NORMALS: 

(A)  The  State. — Each  General  Assembly  makes  an  ap- 
propriation for  the  maintenance  of  each  of  the  Normal  Schools. 
This  sum  of  money  furnishes  the  larger  part  of  the  mainte- 
nance fund. 

(B)  The  Incidental  Fees. — An  incidental  fee  of  $6.00  per 
term  is  charged  each  student.  This  fee  is  uniform  for  all  of 
the  institutions.  It  may  be  said  that  this  fee  makes  only  a 
small  sum  when  compared  with  the  State  appropriations. 


CHAPTER  IV. 

SUPERVISION  OF  SCHOOLS. 


I.  STATE  BOARD  OF  EDUCATION : 

(A)  Membership. — The  State  Board  of  Education  con- 
sists of  the  Governor,  Secretary  of  State,  Attorney  General  and 
the  State  Superintendent  of  Public  Schools.  The  first  three 
are  members  ex-ofificio  while  the  State  Superintendent  is  elect- 
ed by  the  people  and  is,  according  to  the  constitutional  pro- 
vision for  the  constitution  of  the  Board,  its  President. 

(B)  Powers  and  Duties. — It  is  the  duty  of  the  State 
Board  of  Education  to  have  general  supervision  over  the  edu- 
cational interests  of  the  State.  It  is  the  business  of  the  Board 
to  provide  for  the  investment  of  the  permanent  School  Funds 
of  the  State,  and  to  see  that  all  of  the  School  Funds  of  the 
State  are  handled  in  such  a  way  as  to  use  them  as  they  were 
originally  intended  to  be  used.  The  State  Board  is  required 
to  have  in  charge  the  sale  of  the  Swamp  Lands  and  other 
school  lands  and  see  that  the  funds  arising  from  the  school  o£ 
the  same  are  properly  invested.  It  is  also  the  duty  of  the 
Board  to  see  that  the  various  Counties  spend  the  funds  sent 
to  them  according  to  law.  The  Board  has  power  to  employ 
attorneys  to  look  after  its  business  relating  to  swamp  lands, 
school  funds,  etc.  The  Board  is  required  to  make  a  report  of 
its  proceedings  to  each  Legislature.  Wliile  the  above  duties 
are  outlined  for  the  State  Board  of  Education,  as  a  matter  of 

123 


124  HISTORY   OF  EDUCATION. 

fact  a  large  share  of  the  responsibilities  as  outlined  in  the 
above  list  of  powers  and  duties  are  now  lodged  in  the  State 
Superintendent's  office,  and  he  rather  than  the  State  Board 
of  Education  is  the  real  supervisor  of  Missouri's  educational 
interests.  This  has  come  about  in  a  natural  way  in  as  much 
as  the  other  members  of  the  Board  have  a  great  many  duties 
in  connection  with  their  own  offices,  while  the  State  Superin- 
tendent is  vitally  and  actually  concerned  with  the  problems 
which  relate  to  the  schools  as  his  first  and  only  interest. 

n.    STATE  SUPERINTENDENT: 

(A)  History. — The  office  of  State  Superintendent  of 
Common  Schools  was  first  established  in  1839,  when  the  Gen- 
eral Assembly  passed  a  number  of  laws  for  the  purpose  of  es- 
tablishing a  State  system  of  Public  Schools.  After  these  laws 
were  enacted  in  accordance  with  the  provision  made  for  the 
selection  of  the  State  Superintendent,  Peter  Glover  of  Calla- 
way County  was  elected  by  the  State  Legislature  to  fill  the 
office.  He  served  for  only  two  years,  when  the  office  was 
abolished  and  the  duties  of  it  were  transferred  to  the  Secre- 
tary of  State,  who  was  ex-officio  Superintendent  of  Public 
Schools.  The  Secretary  of  State  continued  to  perform  the 
duties  of  Superintendent  till  1854,  the  revision  of  the  laws 
which  had  occurred  in  1853  having  provided  for  the  re-estab- 
lishment of  the  office.  John  "W.  Henry  of  Cooper  County  was 
appointed  to  the  office  and  entered  upon  his  duties  January  1 , 
1854.  In  1861  the  office  was  abolished  again  on  account  of  the 
chaotic  conditions  resulting  from  the  beginning  of  the  Civil 
War,  but  the  office  was  re-established  again  in  1865  and  T.  A. 
Parker  of  St.  Louis  was  appointed  to  fill  the  position. 

In  the  general  revision  of  the  General  School  Laws  which 
was  made  in  1874,  the  office  of  State  Superintendent  of  Public 


SUPERVISION   OF   SCHOOLS.  125 

Schools  was  provided  for,  and  the  Constitution  of  1875  also 
made  provision  for  the  continuation  of  the  office. 

(B)  Election  and  Term  of  Office. — Since  1875  the  term 
of  office  has  been  four  years,  prior  to  which  time  it  was  two 
years.  At  first  the  State  Superintendent  was  an  appointive 
officer  but  since  1875  he  has  been  elected  at  the  General  Elec- 
tion in  the  same  manner  as  the  other  State  Officers.  The  last 
State  Superintendent  was  elected  in  the  fall  of  1910,  but  his 
term  of  office  begins  the  second  Monday  in  January,  1911. 

(0)  Qualifications. — The  Statutes  make  no  definite 
provision  for  the  qualifications  of  the  State  Superintendent. 
The  matter  is  left  entirely  to  the  discretion  of  the  people  as  to 
who  is  qualified  and  prepared  to  fill  the  duties  of  this  import- 
ant office. 

(D)  Salary. — The  salary  of  the  State  Superintendent 
is  $3,000.00  per  year,  which  is  the  same  as  that  of  the  other 
State  Officers  except  the  Governor.  And  in  addition  to  this 
sum  he  is  allowed  actual  traveling  expenses  incurred  in  the 
performance  of  his  duties  as  required  by  law. 

(E)  Assistants. — The  office  force  of  the  State  Superin- 
tendent consists  of  a  Chief  Clerk,  a  High  School  Inspector,  a 
Rural  School  Inspector,  and  a  Statistician. 

(F)  Powers  and  Duties. — 1.  The  law  makes  it  his  duty 
to  reside  at  the  Capital  of  the  State  and  keep  all  the  books  and 
papers  pertaining  to  the  business  of  his  office  there. 

2.  It  is  his  duty  to  supervise  the  school  funds  of  the  state 
and  apportion  and  distribute  them. 

3.  He  shall  require  reports  and  information  from  County 
Clerks,  County  Treasurers,  School  Boards  and  County  Super- 
intendents for  the  purpose  of  ascertaining  the  conditions  of 
the  schools  of  the  State. 


126  HISTOKY   OF   EDUCATION. 

4.  It  is  his  duty  to  print  and  distribute  the  siihool  laws  of 
the  State  as  often  as  he  thinks  it  is  necessary. 

5.  He  has  the  power  to  grant  and  revoke  certificates. 

6.  He  selects  his  assistants. 

7.  He  is  required  to  print  and  distribute  all  school  blanks 
necessary  for  school  officers.  This  is  accomplished  through 
the  County  Superintendent. 

8.  It  is  his  duty  to  make  an  annual  report  to  the  Legisla- 
ture or  to  the  Governor  when  the  Legislature  is  not  in  session. 
This  report  shall  include  the  vital  statistics  concerning  the 
schools  of  the  State.  Among  other  important  facts  it  must 
present  a  careful  statement  of  the  school  funds  and  money 
disbursed  for  the  support  of  schools;  it  must  tell  the  number 
of  pupils  enumerated  of  public  school  age  and  also  state  the 
number  of  such  who  are  attending  school ;  the  report  must  tell 
how  many  teachers  are  employed,  giving  their  sex  and  the 
amount  of  wages  paid  them  and  a  statement  must  be  made 
enumerating  all  the  expenditures  for  school  purposes  of  every 
description. 

9.  He  is  the  legal  adviser  of  the  County  Superintendent 
and  County  school  officers. 

10.  He  is  authorized  to  inspect  schools  in  person  or  by 
deputy. 

11.  It  is  his  duty  to  inspect  and  classify  the  High  Schools 
of  the  State.  No  details  are  presented  concerning  this  matter 
here  as  they  have  been  fully  discussed  in  connection  with  sec- 
ondary schools. 

12.  It  is  his  duty  to  do  everything  in  his  power  to  in- 
crease the  efficiency  of  the  public  schools  of  the  State.  This 
being  true  he  is  authorized  to  attend  and  assist  in  carrying  on 
Teachers'  meetings,  Teachers'  Associations  and  Patrons'  As- 


SUPERVISION    OF   SCHOOLS.  127 

sociations,  to  assist  in  the  elevation  of  the  standard  of  the 
schools  in  the  State. 

(G)  List  of  Superintendents. — Peter  G.  Glover,  1839  to 
1841;  also  ex-ofiicio  to  1854;  John  W.  Henry,  January,  1854 
to  August,  1854;  Edwin  C.  Davis,  August,  1854  to  August, 
1856;  William  B.  Stark,  August,  1856  to  1861  when  the  office 
was  abolished;  T.  A.  Parker,  1865  to  1870;  Ira  Divoll,  1870 
to  the  time  of  his  death  July  1,  1871 ;  John  Monteith,  1871  to 
January,  1875;  Richard  D.  Shannon,  January  1875  to  Jan- 
uary 1883;  W.  E.  Coleman,  January,  1883  to  January,  1881; 
Lloyd  E.  Wolfe,  January,  1891  to  January,  1895;  John  R. 
Kirk,  January,  1895  to  January,  1899;  W.  T.  Carrington, 
January,  1899,  to  January,  1907;  Howard  A.  Gass,  1907  to 
1911;  William  P.  Evans,  1911— 

III.    COUNTY  TEXT  BOOK  COMMISSION: 

(A)  Members. — The  County  Text  Book  Commission 
consists  of  three  members:  the  County  Superintendent  of 
Schools,  who  is  President  of  the  Commission ;  one  member  ap- 
pointed by  the  County  Court  for  a  term  of  two  years;  and 
one  member  appointed  by  the  State  Board  of  Education  for 
a  term  of  two  years. 

(B)  Meetings. — The  Commission  must  have  at  least  one 
meeting  each  year  at  the  County  Seat  and  it  may  have  other 
meetings  not  to  exceed,  in  time,  six  days  in  any  one  year.  The 
appointed  members  of  the  Commission  receive  five  dollars  per 
day  for  not  more  than  six  days  in  the  year  and  in  addition  the 
members  may  be  paid  enough  to  cover  their  actual  traveling 
expenses. 

(C)  Duties. — The  sole  duty  of  the  Commission  is  to 
select  text  books  for  the  schools  of  the  County,  except  those 


128  HISTORY  OF  EDUCATION. 

towns  having  a  High  School  which  is  affiliated  with  the  Uni- 
versity. The  Commission  is  limited  in  its  adoption  of  books 
to  the  authorized  lists  as  published  by  the  State  Superintend- 
ent. Before  an  adoption  can  be  made,  however,  the  Commis- 
sion must  publish  a  complete  list  of  the  proposed  changes  to 
be  made  in  text  books  in  some  County  paper  for  at  least  two 
successive  weeks  before  the  adoption  is  to  be  made.  After  the 
books  have  been  selected  the  Commission  is  authorized  to 
make  contracts  with  the  publishers  of  the  same  for  a  period  of 
five  years. 

IV.  COUNTY  SUPERINTENDENT  OF  SCHOOLS: 
(A)  History. — Prior  to  1853  there  was  no  direct  county 
supervision  of  any  kind.  The  schools  were  under  the  care 
of  the  various  township  trustees,  but  the  laws  of  1853  provided 
that  each  County  should  have  a  County  Commissioner  of 
Common  Schools,  who  was  to  have  general  oversight  of  all  the 
schools  and  school  interests  in  the  County.  With  slight  mod- 
ifications this  law  continued  in  operation  till  1865  when  the 
Legislature  passed  a  law  providing  for  a  County  Superintend- 
ent in  each  County.  In  1866  at  the  General  Election  these 
County  Superintendents  were  elected  for  a  term  of  two  years. 
The  law  required  the  Superintendent  to  be  a  competent  public 
school  teacher  of  good  moral  character  and  he  had  authority 
to  supervise  all  matters  pertaining  to  the  public  schools  in  his 
County.  He  visited  and  examined  schools,  held  teachers'  in- 
stitutes twice  a  year  and  certificated  the  teachers  for  his 
County.  His  salary  was  fixed  by  the  County  Court  at  so  much 
per  day  for  sixty  days.  In  1870  this  law  was  amended  fixing 
the  salary  of  the  Superintendent  at  five  dollars  per  day  for  as 
many  days  as  there  were  sub-districts  in  his  County,  and  in 


SUPERVISION    OF   SCHOOLS.  129 

addition  pay  was  allowed  for  from  twelve  to  forty-eight  days 
according  to  the  number  of  children  in  the  County.  These 
laws  were  never  very  popular  with  the  people,  because  the 
Superintendent  did  not  perform  the  duties  in  such  a  way  as 
to  make  him  helpful  to  the  schools,  consequently  public  senti- 
ment was  so  thoroughly  against  the  Superintendent  that  the 
law  was  repealed  in  1872.  At  the  same  time  the  law  provid- 
ing for  supervision  was  repealed  and  a  law  was  passed  re-estab- 
lishing the  office  of  County  School  Conmiissioner.  His  duties 
were  entirely  clerical,  except  that  he  was  charged  with  examin- 
ing and  licensing  the  teachers  of  the  County.  This  function  he 
exercised  entirely  till  1891,  when  the  County  Institute  Law 
was  enacted  which  provided  that  the  certificates  were  to  be 
issued  by  the  Instructors  of  the  Institute;  however  the  Com- 
missioner was  always  a  determining  factor  in  the  issuing  of 
certificates  under  this  law.  His  duties  were  changed  again 
somewhat  when  the  Institute  Law  was  abolished  and  a  County 
Board  of  Education  established,  whose  principal  duty  it  was 
to  examine  and  license  the  teachers  of  the  County,  the 
County  Commissioner  being  ex-officio  president  of  this  Board. 
The  County  Board  of  Education  had  entire  control  over  the 
educational  affairs  of  the  County,  in  so  far  as  any  legal  con- 
trol at  all  was  exercised,  till  the  passage  of  the  law  providing 
for  the  office  of  County  Superintendent  of  Schools  for  each 
County  of  the  State,  which  was  enacted  by  the  General  Assem- 
bly at  its  session  in  1907. 

(B)  How  Chosen. — The  County  Superintendent  is  now- 
elected  at  the  annual  school  meeting  w^hich  is  held  the  first 
Tuesday  in  April  of  each  year.  He  is  chosen  for  a  term  of 
four  years.  The  first  Superintendent  will  be  chosen  under 
this  law  at  the  annual  school  meeting  in  1911,  the  law  having 

E— 9 


130  HISTORY   OF   EDUCATION. 

provided  that  County  Conimissioners  and  Superintendents 
elected  under  the  old  State  law  should  serve  out  their  terms 
by  qualifying  as  County  Superintendents. 

(C)  Eligibility. — 1.  The  law  requires  a  candidate  to 
be  a  citizen  of  the  County  and  not  less  than  twenty-four  years 
of  age. 

2.  To  be  eligible  the  candidate  must  have  taught  or  super- 
vised schools  for  two  years  previous  to  his  election,  or  shall 
have  been  a  regular  student  in  a  Normal,  College  or  University 
for  the  two  years  next  preceding  his  election. 

3.  The  candidate  must  have  a  diploma  from  a  State  Nor- 
mal School,  a  diploma  from  the  Teachers'  College  of  the  State 
University,  a  life  certificate  issued  by  the  State  Superin- 
tendent, the  specializing  subject  of  which  must  relate  to 
School  Supervision,  or  a  first-grade  County  Certificate. 

(D)  Salary. — The  salary  varies  with  the  total  popula- 
tion of  the  Counties  in  the  State.  Counties  with  a  population 
under  twelve  thousand  must  pay  the  County  Superintendent 
$700.00  per  year  and  Counties  with  a  population  of  fifty 
thousand  must  pay  $1,500.00  per  year.  The  figures  represent 
only  the  minimum  and  maximum  salaries  and  in  between  these 
several  other  grades  are  provided.  The  salary  is  paid  out  of 
the  funds  of  the  County  by  order  of  the  County  Court,  but 
the  General  Assembly  appropriates  $400.00  for  each  County 
in  the  State  to  assist  in  paying  the  salary  of  the  Superin- 
tendent. This  sum  goes  into  the  County  Treasury  and  is 
paid  out  by  order  of  the  County  Court  in  the  same  manner 
as  the  other  funds  are  disbursed. 

(E)  Powers  and  Duties. — 1.  The  County  Superintend- 
ent has  general  supervision  over  all  of  the  schools  of  the 
County  except  in  those  school  districts  where  a  Superintendent 


SUPERVISION    OF   SCHOOLS.  131 

is  employed  who  gives  at  least  one-lialf  of  Ms  time  to  the  direct 
work  of  supervision  in  that  district. 

2.  The  Superintendent  is  required  to  visit  all  of  the 
schools  under  his  jurisdiction  at  least  once  each  year,  and  it 
is  expected  that  he  shall  make  as  many  more  visits  as  is  possi- 
ble, allowing  some  time  for  office  duties.  In  visiting  the 
schools  he  is  expected  to  make  a  thorough  examination  of  the 
organization  of  the  school,  its  classification  and  the  methods 
employed  in  instruction  by  the  teacher.  He  is  expected  to 
advise  with  the  teacher  and  make  such  suggestions  as  will  be 
helpful  in  making  the  school  more  efficient. 

3.  It  is  his  duty  to  inspect  the  school  buildings  and 
grounds,  for  the  purpose  of  determining  whether  they  are  m 
a  satisfactory  condition  to  promote  health  and  afford  a  suit- 
able environment  for  good  school  work. 

4.  He  must  inspect  the  teachers'  register  and  the  district 
clerk's  record  to  see  that  they  are  kept  in  accordance  with 
the  provisions  of  the  laws  of  the  State  governing  the  same. 

5.  He  must  furnish  annual  statements  to  the  district  clerks 
showing  the  assessed  valuation  of  their  district. 

6.  It  is  his  duty  to  hold  annually  not  less  than  six  public 
meetings  in  his  County  for  the  purpose  of  discussing  educa- 
tional questions  and  counselling  with  teachers  and  school  offi- 
cers concerning  the  matters  vital  to  educational  progress.  One 
of  these  meetings  must  be  held  in  the  County  Seat  for  a  two 
days'  session  just  prior  to  the  opening  of  school  in  the  fall. 

7.  The  law  requires  him  to  adopt  a  course  of  study  with 
a  plan  for  the  grading  of  the  schools  in  the  County.  He  must 
publish  and  distribute  this  course,  three  copies  being  sent  to 
the  State  Superintendent,  one  to  each  district  clerk  and  one  to 
each  teacher  who  is  going  to  teach  in  the  schools  of  the  County. 


132  HISTORY   OF   EDUCATION. 

8.  He  is  required  to  hold  examinations  and  graduating 
exercises  for  those  pupils  who  desire  to  complete  the  course 
of  study  for  rural  schools. 

9.  It  is  his  duty  to  examine  the  records  of  the  County 
relating  to  the  school  funds  and  school  moneys,  to  see  that  the 
law  is  obeyed  in  the  handling  of  the  same. 

10.  He  may  hold  a  County  Teachers '  Association  annual- 
ly for  three  days  in  the  Fall,  during  September,  October,  No- 
vember and  December.  When  such  meetings  are  held  it  is 
the  duty  of  each  teacher  in  the  County  to  attend  the  Associa- 
tion. 

11.  It  is  his  duty  to  require  a  term  report  of  each  teacher 
under  his  jurisdiction,  which  report  shall  give  the  classifica- 
tion, name  and  grades  of  each  pupil  enrolled  in  the  school. 
However,  in  schools  where  more  than  one  teacher  is  employed 
such  report  shall  be  submitted  by  the  Principal. 

12.  The  Superintendent  is  required  to  make  a  report  to 
the  State  Superintendent  before  August  31st  of  each  year, 
which  report  gives  a  full  account  of  the  status  of  the  educa- 
tional affairs  in  the  County. 

13.  He  is  required  to  distribute  the  school  laws  and 
school  blanks,  which  are  sent  him  by  the  State  Superintendent, 
to  the  proper  school  officers. 

14.  He  is  required  by  law  to  attend  annually  the  State 
Convention  of  County  Superintendents  held  by  the  State 
Superintendent  for  five  days  or  to  attend  a  summer  school  at 
one  of  the  State  Normals  or  the  State  University  for  a  period 
of  twenty  days. 

15.  It  is  his  duty  to  conduct  County  examinations  for 
teachers,  grant  and  renew  certificates.  He  must  hold  three 
public  examinations  of  two  days  each,  during  the  year  on  the 


SUPERVISION    OF   SCHOOLS.  133 

4th  Saturday  and  the  preceding  Friday  in  March,  June  and 
August.  The  questions  for  this  examination  are  sent  him  un- 
der seal  by  the  State  Superintendent. 

(a)  Grades  of  Certificates. — At  present  the  County  Su- 
perintendent is  authorized  to  issue  three  grades  of  certificates. 
The  third  grade  requires  an  examination  in  Spelling,  Reading, 
Penmanship,  Language  Lessons,  Geography,  Arithmetic,  Eng- 
lish Grammar,  United  States  History,  Civil  Government,  in- 
cluding State  Government,  Agriculture,  Physiology  and  Hy- 
giene, and  Pedagogy.  To  secure  this  the  applicant  must  make 
an  average  grade  of  eighty  per  cent  with  no  grade  below  sixty 
per  cent.  The  certificate  is  valid  for  one  year  and  may  be  re- 
newed once.  The  second  grade  certificate  includes  all  the  sub- 
jects mentioned  for  a  third  grade  and  in  addition  an  examina- 
tion in  Algebra  and  Literature.  The  certificate  is  valid  for  two 
years  and  the  applicant  must  make  an  average  grade  of  eighty- 
five  per  cent  with  no  grade  below  sixty  per  cent.  The  certifi- 
cate may  be  renewed  two  times.  The  first  grade  certificate  in- 
cludes all  the  subjects  named  for  the  third  and  second  grades 
and  in  addition  an  examination  in  one  branch  of  History,  An- 
cient, Modern  or  English,  and  one  Science,  Physical  Geog- 
raphy, Physics  or  Elementary  Biology  relating  to  Agriculture. 
The  first  grade  certificate  is  valid  for  three  years  but  to  obtain 
it  the  applicant  must  have  had  one  year 's  experience  in  teach- 
ing and  maintain  an  average  grade  of  not  less  than  ninety 
per  cent  with  no  grade  lower  than  sixty  per  cent.  The  certifi- 
cate is  renewable  an  indefinite  number  of  times  when  the  ap- 
plicant is  teaching  regularly  or  attending  school. 

To  secure  any  certificate  the  applicant  must  have  paid 
the  County  Treasurer  a  fee  of  $3.00. 


134  HISTORY  OF  EDUCATION. 

V.    UNIVERSITY  AND  NORMAL  VISITATION  AND 
INSPECTION  OF  SCHOOLS: 

(A)  For  a  number  of  years  the  State  University  has 
kept  a  man  in  the  State  giving  all  his  time  to  visiting  and 
inspecting  the  High  Schools.  He  is  supposed  to  visit  each 
High  School  which  is  affiliated  with  the  University  annually 
to  observe  the  efficiency  of  the  school;  however  schools  are 
visited  only  when  the  school  authorities  ask  the  University  to 
send  its  Inspector  to  them  for  inspection  and  classification. 
At  present  the  Inspector  is  also  a  Professor  of  School  Admin- 
istration in  the  University  and  during  the  summer  school  each 
year  offers  courses  in  School  Administration. 

(B)  For  some  years  the  Kirksville  Normal  has  em- 
ployed a  school  visitor  whose  business  it  is  to  visit  the  High 
Schools  of  the  First  Normal  District  and  get  acquainted  with 
the  High  School  teachers  and  pupils  for  the  purpose  of  advis- 
ing them  with  reference  to  school  matters,  and  acquainting 
them  with  the  Kirksville  Normal. 

In  1910  the  Springfield  Normal  also  employed  a  visitor 
who  spends  one  half  of  his  time  in  visiting  the  various  schools 
of  the  Fourth  Normal  District.  The  other  half  of  his  time  he 
is  employed  as  a  regular  teacher  in  the  Normal. 


CHAPTER  V. 

SPECIAL  SCHOOLS. 


I.    SCHOOL  FOR  THE  DEAF: 

(A)  Provisions  for  the  Education  of  Deaf  Children.— 
As  early  as  1839  the  State  made  some  provision  for  the  edu- 
cation of  the  deaf  children.  This  was  done  by  special  appro- 
priations to  cover  the  expenses  of  such  children  when  they  had 
been  sent  to  other  states  to  be  educated.  In  1847  a  Statute 
was  passed  which  made  very  definite  provision  for  appropria- 
tions for  the  education  of  deaf  and  dumb  persons,  who  were 
residents  of  Missouri,  but  who  might  go  to  other  States  to 
receive  instruction  at  institutions  provided  for  this  special 
purpose. 

(B)  Deaf  and  Dumb  Asylum  Established. — in  1851  the 
propriety  of  founding  an  institution  for  the  training  of  deaf 
and  dumb  children  was  taken  up  by  the  Legislature,  and  after 
a  thorough  discussion,  the  Legislature  enacted  the  following 
law: 

"That  an  asylum  for  the  education  of  the  deaf  and  dumb 
is  hereby  authorized  and  established  near  the  town  of  Fulton, 
in  the  County  of  Callaway,  and  that  forty  acres  of  land,  a 
portion  of  the  farm  donated  to  the  State  of  IMissouri  by  virtue 
of  'An  Act  to  establish  an  asylum  for  the  Insane',  approved 
February  16,  1847,  including  a  dwelling  house  and  other 
buildings  situated  on  the  south  side  of  the  road  leading  from 

135 


136  HISTORY  OF  EDUCATION. 

Fulton  to  Portland  in  said  County,  be  and  the  same  is  hereby 
set  apart  and  appropriated  for  the  purposes  aforesaid. ' ' 

1.  Organization  and  Control. — At  first  the  school  was 
organized  under  a  Board  of  Commissioners,  the  first  Board 
being  "William  H.  Bailey,  James  K.  Sheeley,  Alfred  A.  Ryley, 
James  S.  Henderson  and  Charles  H.  Hardin.  It  was  fortu- 
nate for  the  institution  that  such  a  fine  Board  was  chosen  at 
its  beginning.  Immediately  after  the  Board's  appointment 
the  Commissioners  set  about  to  find  a  suitable  man  for  the 
Superintendent  and  teacher  of  the  school.  The  Board  was 
exceedingly  fortunate  in  securing  ]\Ir.  W.  D.  Kerr,  who  was 
an  experienced  teacher  in  the  Kentucky  Asylum  for  the  Deaf 
and  Dumb.  Mr.  Kerr  remained  as  Superintendent  of  the 
Institution  for  about  thirty-eight  years.  The  School  is  now 
controlled  by  a  Board  of  Managers  consisting  of  five  members. 
They  are  appointed  by  the  Governor  and  confirmed  by  the 
State  Senate.     They  serve  for  a  term  of  four  years. 

2.  Opening. — The  Asylum  was  opened  for  admission  of 
pupils  November  1,  1851.  The  first  pupil  being  enrolled 
November  3rd,  and  during  the  first  two  months  of  the  session 
only  six  pupils  were  admitted,  and  of  these  three  were  not  of 
sufficient  intelligence  to  acquire  the  language.  During  the 
first  year  of  the  school's  history  only  eighteen  pupils  were 
enrolled,  however  during  the  second  year  no  less  than  fifty- 
two  had  been  enrolled.  This  increase  made  it  necessary  to 
secure  additional  teachers  and  James  G.  George  and  John  B. 
McFarland,  who  were  deaf  mutes,  well  trained,  were  secured 
to  assist  in  the  teaching. 

3.  School  Suspended  in  1861. — After  getting  a  very  good 
start  the  school  was  suspended  in  the  summer  of  1861,  on  ac- 
count of  the  very  unsettled  condition  of  affairs  in  the  State 


SPECIAL   SCHOOLS.  137 

and  the  inability  of  the  Board  of  Commissioners  to  meet  the 
current  expenses  of  the  institution.  The  school  remained 
closed  till  1863  when  it  was  re-opened  with  Mr.  Kerr  as  Super- 
intendent and  JNIrs.  Kerr  as  I\Iatron.  After  the  War  was  over 
the  State  began  to  make  generous  provisions  for  the  school's 
support  and  made  it  possible  to  develop  a  high  degree  of  effi- 
ciency. 

4.  Statutory  Provisions. — (a)  Object. — According  to  the 
laws  of  the  State  the  definite  object  of  the  Missouri  School  for 
the  Deaf  is  now  declared  to  be,  "To  educate  the  deaf  in  the 
use  of  written  and  spoken  language,  the  elementary  branches, 
the  mechanical  trades,  and  industrial  pursuits.  Special  train- 
ing shall  be  given  in  all  such  trades  as  will  fit  this  class  of  per- 
sons for  the  practical  duties  of  life  and  render  them  self-sup- 
porting." 

(h)  Who  shall  he  Admitted  as  Pupils. — The  law  estab- 
lishing the  institution  first  provided  that  all  deaf  and  dumb 
persons  within  the  State,  between  the  ages  of  ten  and  thirty 
years,  might  be  admitted.  It  was  also  provided  that  eighty 
dollars  per  annum  should  be  paid  for  the  tuition,  board,  etc., 
at  the  institution,  and  -in  case  of  pupils  who  were  objects  of 
charity  it  was  provided  that  they  might  be  admitted  free  for  a 
period  of  three  years,  on  the  presentation  of  a  certificate 
from  the  County  Court  certifying  to  the  fact  that  they  were 
objects  of  charity.  At  various  times  the  conditions  for  ad- 
mission have  been  changed  till  at  present  the  standard  is  as 
follows:  "All  deaf  persons,  residents  of  this  State,  between 
the  ages  of  eight  and  twenty-one  years,  and  capable  of  receiv- 
ing instruction  in  the  school  branches  and  industrial  trades, 
shall  be  received  into  the  school  for  the  deaf,  according  to  the 
rules  and  by-laws  of  said  institution."     It  will  be  noted  that 


138  HISTORY  OF  EDUCATION. 

provision  only  includes  deaf  persons  and  does  not  include 
abnormal  or  subnormal  children. 

(c)  Hoiv  Pupils  are  Admitted. — Any  deaf  person  between 
the  ages  mentioned  in  the  preceding  paragraph  may  receive 
a  certificate  from  the  Probate  Judge  of  any  County,  on  con- 
dition that  the  Judge  may  be  satisfied  that  the  pupil  is  capable 
of  receiving  instruction  in  the  school.  The  certificate  when 
issued  by  the  Judge  of  said  Court  is  a  certificate  for  admission 
to  the  institution. 

(d)  Period  for  Instruction. — Deaf  persons  may  attend 
the  institution  for  a  period  of  twelve  years  but  it  is  at  the 
discretion  of  the  Superintendent,  with  the  sanction  of  the 
Board,  as  to  when  any  particular  pupil  may  be  discharged. 
If  the  person  does  not  make  satisfactory  progress  in  the  regu- 
lar course  of  the  school  or  the  Industrial  work,  or  if  the  rules 
of  the  institution  are  violated  or  the  courses  are  completed  a 
pupil  may  be  discharged  at  any  time. 

(e)  State  May  Pay  for  Clothing  and  Traveling  Expenses. 
In  case  the  parents  or  guardians  of  a  pupil  fail  to  make  pro- 
vision for  the  necessary  clothing  and  traveling  expenses  of 
a  pupil  the  same  may  be  paid  for  by  the  institution,  to  an 
amount  not  to  exceed  forty  dollars  per  year  for  each  pupil. 
The  itemized  bill  for  the  same  shall  be  sent  to  the  County 
Court  of  the  proper  County  and  allowed  by  the  Court  and 
paid  through  the  County  Treasury  into  the  State  Treasury, 
where  it  shall  be  paid  back  into  the  maintenance  fund  of  the 
institution. 

(f)  Departments  of  Instruction. — There  are  three  main 
departments  of  instruction.  "The  School  or  Intellectual  De- 
partment, ' '  in  which  the  ordinary  common  school  branches  are 
taught,  and  as  far  as  possible  the  material  is  the  same  as  that 


SPECIAL   SCHOOLS.  139 

taught  in  the  ordinary  text  books  in  general  use ;  ' '  The  Indus- 
trial Department"  is  organized  to  provide  instruction  in  a 
number  of  vocational  subjects,  among  the  more  important  of 
which  may  be  mentioned  printing,  painting,  stone  cutting, 
stone  and  brick  masonry,  carpentry,  shoemaking,  tailoring  and 
sewing.  The  school  is  provided  with  a  printing  office,  cabinet 
shop,  tailor  shop,  shoe  and  harness  shop  combined,  blacksmith 
shop,  wagon  shop  and  barber  shop.  These  shops  are  all  man- 
aged by  the  boys  under  the  direction  of  a  foreman.  The  girls 
are  taught  plain  sewing,  dressmaking,  cooking  and  housekeep- 
ing. The  girls  are  also  taught  to  do  patching,  darning  and 
hemming  for  the  institution ;  indeed  it  may  be  said  that  many 
of  the  things  needed  by  the  institution  are  made  by  the  boys 
and  girls.  The  third  department  is  the  "Domestic  Depart- 
ment, ' '  and  it  exists  primarily  as  a  family  organization  to  pro- 
vide for  suitable  moral  training  for  the  boys  and  girls  of  the 
institution. 

5.  Buildings. — The  school  now  has  a  group  of  twelve 
buildings,  the  more  important  of  which  are  the  main  build- 
ing, the  school  buildings,  the  hospital,  the  shops,  the  cottage 
for  small  pupils,  the  wagon  shop,  the  barn  and  dairy. 

6.  Appropriations. — Since  1839,  including  the  money 
paid  for  the  education  of  the  deaf  in  other  States,  Missouri 
has  spent  $3,106,586.53  for  the  education  of  deaf  children. 

7.  Enrollment. — For  a  number  of  years  the  average  en- 
rollment of  the  institution  has  been  about  three  hundred  forty. 

8.  Teachers,  Etc. — There  are  at  present  thirty-five  officers 
and  teachers  and  at  least  sixty-four  other  employees,  many 
of  whom  are  foremen  and  supervisors  in  the  Industrial  and 
Domestic  Departments. 

9.  Superintendent. — The  present  efficient  Superintendent 
is  Mr.  Noble  B.  McKee. 


140  HISTORY   OF  EDUCATION. 

II.    SCHOOL  FOR  THE  BLIND  : 

(A)  Origin. — Mr.  Eli  W.  Whelan,  who  was  a  ^aduate 
of  the  Pennsylvania  Institute  for  the  Blind,  visited  St.  Louis 
in  the  fall  of  1850,  bringing  with  him  letters  of  introduction 
to  James  B.  Yeatman,  Dr.  S.  Pollak  and  Rev.  Dr.  W.  S.  Potts, 
asking  them  to  co-operate  with  him  in  the  formation  of  an 
institute  for  the  blind.  These  men  at  once  took  up  the  matter 
with  great  earnestness  and  enlisted  many  other  St.  Louis 
philanthropists  in  the  enterprise,  to  such  an  extent  that  it 
seemed  worth  while  to  undertake  the  establishment  of  such  an 
institution. 

(B)  The  School  Opens.— Early  in  the  year  1851  Mr. 
Whelan  opened  the  school  in  his  residence,  with  Lizzie  Taylor 
as  his  first  pupil,  and,  by  the  end  of  February,  two  others  had 
been  enrolled, — Lizzie  Van  Zalken  and  Daniel  Wilkinson. 

(C)  Visit  to  the  State  Legislature. — In  February  Mr. 
Whelan  took  these  three  pupils  to  Jefferson  City  to  try  to  con- 
vince the  Legislature  that  a  school  for  the  blind  was  neces- 
sary. These  pupils  gave  an  exhibition  of  school  work  before 
the  members  of  the  Legislature  in  the  Hall  of  the  House  of 
Representatives.  Among  other  things  the  pupils  sang,  gave 
exhibitions  of  reading  from  the  Bible,  one  of  the  girls  cut  out 
and  started  to  sew  a  dress  and  the  other  did  crochet  work  and 
knitting  while  the  boy  did  some  printing.  The  exhibition  went 
on  till  almost  midnight  and  created  a  great  deal  of  interest 
and  excitement. 

(D)  State  Aid. — As  a  result  of  the  presentation  of  the 
work  above  described,  the  Legislature  appropriated  $15,000.00 
for  the  next  five  years,  or  $3,000.00  per  year.  This  sum  how- 
ever was  conditioned  on  the  contingency  that  the  friends  of 
the  institution  should  provide  a  yearly  income  by  private  sub- 


SPECIAL   SCHOOLS.  141 

scriptioii,  of  $2,000.00  per  year,  for  the  next  five  years.  This 
condition  was  met  by  the  friends  of  the  institution,  but  even 
this  amount  was  wholly  insufficient  to  meet  the  needs  of  the 
institution. 

(E)  Incorporation. — The  institution  Avas  incorporated 
April  17,  1851.  The  subscribers  met  and  elected  James  E. 
Yeatman,  Hudson  E.  Bridge,  Wyman  Crow,  Dr.  S.  Pollak  and 
Rev.  Dr.  W.  S.  Potts  as  the  first  Board  of  Trustees. 

(F)  State  Appropriation  for  Building. — In  1853  the 
Legislature  made  an  appropriation  of  $20,000.00  for  a  site 
and  $24,000.00  for  a  building,  and  the  school  was  moved  to  this 
building  in  1856.  This  site  is  located  at  3815  Magnolia  Avenue 
in  the  City  of  St.  Louis. 

(G)  Admission. — Sightless  children  between  the  ages 
of  six  and  twenty  are  admitted.  Instruction,  board,  lodging, 
and  laundry  are  provided  free  of  charge  to  blind  children 
who  are  residents  of  the  State.  Parents  or  guardians  are  re- 
quired to  pay  for  the  necessary  clothing  and  traveling  ex- 
penses to  and  from  the  school. 

(H)  Course  of  Study. — The  school  offers  the  regular 
course  of  instruction  as  outlined  in  the  ordinary  public  schools 
from  the  kindergarten  on  through  the  High  School.  In  ad- 
dition to  this  the  boys  are  taught  the  vocational  subjects  of 
salesmanship,  piano-tuning,  broom-making,  mattress-making, 
chair-caning,  carpet-weaving  and  poultry  raising.  The  girls 
are  taught  the  vocational  subjects  of  machine  and  hand  sew- 
ing, cooking,  rug-weaving,  crocheting,  knitting,  basket-making 
and  poultry  raising. 

Music  instruction  on  the  piano,  pipe  organ,  in  voice,  the- 
ory and  harmony,   composition  and  in  history  of  music  is 


142  HISTORY   OF   EDUCATION. 

offered  to  those  pupils  who  are  capable  of  making  satisfactoiy 
progress  in  any  of  the  above  mentioned  branches, 

(I)  Medical  Care. — All  the  students  receive  the  very 
best  medical  attention  which  can  be  provided  and  in  addition 
a  trained  nurse  has  constant  supervision  over  the  healtk  of 
the  pupils.  Great  emphasis  is  put  upon  well  regulated  daily 
exercise  for  all  the  students  who  are  in  school.  Ample  play 
grounds  are  also  provided  for  the  proper  amusement  and  recre- 
ation and  in  addition  to  tliis,  direct  instruction  is  afforded  in 
physical  culture  by  specially  trained  teachers. 

(J)  Buildings. — The  school  is  now  housed  in  a  mag- 
nificent fire-proof  two-story  building,  thoroughly  equipped  for 
the  purposes  for  which  it  was  established.  There  is  a  main 
section  of  the  building  with  two  wings. 

(K)  Students. — The  school  enrolls  about  one  hundred 
twenty  pupils  per  year  and  since  its  organization  more  than 
twelve  hundred  children  have  received  instruction  in  it. 

(L)  Teachers. — Including  the  Superintendent,  there 
are  sixteen  regular  teachers  in  the  institution  and  there  are 
twenty-seven  other  employees  in  connection  with  the  school. 

(M)  Appropriations. — Since  its  organization  the  insti- 
tution has  received  from  the  State  $1,789,734.77,  including  the 
appropriation  made  at  the  session  of  the  General  Assembly 
held  in  1909. 

(N)  Superintendent. — ^For  some  years  the  school  has 
been  under  the  efficient  supervision  of  Dr.  S.  M.  Green. 

(0)  Management, — The  school  is  now  under  the  con- 
trol of  a  Board  of  Managers  consisting  of  five  members.  These 
members  are  appointed  by  the  Governor  and  serve  for  four 
years. 


SPECIAL   SCHOOLS.  143 

III.    TRAINING  SCHOOL  FOR  BOYS,  BOONVILLE: 

(A)  Establiskment. — The  school  was  established  by 
the  Legislature  in  1887  and  soon  after  was  located  in  the  City 
of  Boonville  by  a  Commission  composed  of  Governor  Marma- 
duke ;  Attorney-General  Boone ;  and  Register  of  Lands,  Robert 
McCulloch. 

(B)  Purpose  of  the  School. — The  school  was  created  to 
provide  a  means  for  taking  care  of  boys  who  had  committed 
offenses  against  the  State  and  also  for  those  who  were  counted 
as  incorrigible  and  more  or  less  undesirable  in  the  ordinary 
community  life.  The  school  was  opened  the  first  of  January, 
1889. 

(C)  Admission. — At  present  the  State  laws  provide 
that  when  any  boy  under  the  age  of  eighteen  years  is  con- 
victed of  a  crime,  the  ordinary  punishment  of  which  may  be 
death,  or  imprisonment  in  the  state  penitentiary  for  a  period 
of  not  less  than  ten  years ;  or  if  he  is  convicted  of  an  offense 
the  punishment  for  which  is  imprisonment  in  the  penitentiary 
for  not  less  than  five  years,  he  may  be  sent  to  the  reform 
school  instead  of  to  the  penitentiary.  In  the  first  case  for  a 
period  of  not  less  than  five  years  and  in  the  second  case  for  a 
period  of  not  less  than  two  years,  but  in  any  case  the  boy  may 
not  be  sent  to  the  training  school  for  a  period  that  will  carry 
him  beyond  the  age  of  twenty-one  years.  The  State  law  also 
provides  that  no  boy  under  eighteen  years  of  age  shall  be  in- 
carcerated in  a  County  jail  for  any  offense  but  must  be  sent  to 
the  reform  school  instead. 

The  Governor  also  has  power  to  transfer  individuals  from 
the  penitentiary  to  the  training  school  when  they  are  under 
twenty-one  years  of  age,  provided  he  may  conclude  that  justice 
will  be  better  conserved  by  the  transfer. 


144  HISTORY   OF   EDUCATION. 

The  Judge  of  any  Probate  Court  may  commit  incorrigible 
boys  to  the  training  school  when  so  requested  by  the  guardian 
or  parents  of  the  boy,  provided  the  boy  is  under  sixteen  years 
of  age.  In  this  case  the  parents  or  guardian  of  the  boy  must 
meet  the  expenses  required  to  keep  him  at  the  school  if  they 
are  able  to  do  so.  In  case  they  are  not  able  to  do  so,  the 
County  Court  may  commit  the  boy  to  the  institution  and  pay 
his  expenses. 

(D)  Buildings  and  Equipment. — The  State  now  owns 
five  hundred  acres  of  land,  and  nineteen  buildings  are  located 
upon  this  property.  The  school  is  conducted  on  the  cottage 
plan.  This  accounts  for  the  number  of  buildings,  as  many  of 
these  buildings  are  the  cottages  or  liomes  of  the  boys.  These 
buildings,  except  the  main  building,  were  all  constructed  by 
the  boys. 

(E)  Management  of  Cottages. — Each  cottage  is  under 
the  management  of  a  man  and  his  wife  and  the  boys  of  a  cot- 
tage are  organized  into  a  military  company.  In  addition  to 
being  the  head  of  a  cottage  the  man  also  has  other  duties  in 
connection  with  the  work  of  the  school. 

(P)  Course  of  Study. — The  school  has  the  regular 
course  of  study  which  is  used  in  the  ordinary  graded  schools 
of  the  State  up  to  and  including  the  eighth  grade.  The  boys 
are  also  taught  some  trade.  At  present  the  following  trades 
are  being  taught :  ' '  Plumbing,  carpentering,  blacksmithing, 
tailoring,  shoemaking,  brickmaking,  bricklaying,  baking,  cook- 
ing, knitting,  patching,  gardening,  flower  culture,  farming, 
firing,  and  electrical  engineering." 

(G)  Employees. — Including  the  Superintendent,  teach- 
ers, attendants,  etc.,  the  school  now  employs  forty-three  per- 
sons. 


SPECIAL   SCHOOLS.  145 

(H)  Enrollment. — In  1909  the  school  had  enrolled  five 
hundred  thirty-nine  boys,  and  this  is  about  an  average  for  a 
number  of  years. 

(I)  Support. — Except  for  the  cases  already  mentioned 
the  school  is  supported  directly  by  State  appropriations,  and 
since  its  organization,  including  the  1909  appropriation,  the 
Legislature  has  appropriated  $1,616,767.03  for  the  support  and 
maintenance  of  the  institution. 

(J)  Management. — The  school  is  now  under  direct 
control  of  a  Board  of  Managers  consisting  of  five  members  ap- 
pointed by  the  Governor  for  a  period  of  four  years. 

(K)  Superintendent. — The  present  Superintendent  is 
Mr.  C.  C.  McClaughry. 

IV.     INDUSTRIAL    HOME    FOR    GIRLS,     CHILLI- 
COTHE : 

(A)  School  Established. — The  Industrial  Home  for 
Girls  was  established  by  an  Act  of  the  State  Legislature,  which 
was  approved  March  30, 1887.  At  the  same  time  an  appropria- 
tion of  $50,000.00  was  made  for  the  construction  of  a  suitable 
building  for  the  home.  A  Commission  was  also  provided  for 
in  the  bill,  consisting  of  Gov.  Marmaduke,  Attorney-General 
Boone  and  Register  of  Lands  Robert  McCuUoch,  whose  duty 
it  was  to  receive  donations  in  money,  land,  etc.,  for  the  location 
of  the  institution.  The  citizens  of  Chillicothe,  through  their 
Board  of  Trade,  made  an  offer  of  $5,000.00,  and  the  Commis- 
sion accepted  this  donation  and  located  the  institution  in  that 
City. 

(B)  Purpose. — The  school  was  established  to  provide 
a  home  for  girls  who  were  vagrants  or  otherwise  unamenable 
to  the  general  customs  of  society.     At  present  girls  between 

E— 10 


146  HISTORY   OF   EDUCATION. 

the  ages  of  seven  and  seventeen  may  be  sent  to  the  institution 
by  the  Circuit  or  Probate  Judge.  It  is  not  the  immediate  pur- 
pose of  the  institution  to  try  to  reform  girls  who  are  criminals, 
but  it  is  the  desire  of  the  management  to  prevent  girls  in  un- 
usual social  conditions  from  becoming  social  outcasts.  To  this 
end  the  training  is  very  consciously  directed,  in  that  the  in- 
mates are  carefully  trained  in  the  ordinary  moral  usages  of 
society  and  are  given  training  which  will  provide  them  a 
means  of  livelihood. 

(C)  Cottage  Plan. — The  institution  is  conducted  on 
the  cottage  plan.  At  present  there  are  four  cottages :  Marma- 
duke  Cottage,  Missouri  Cottage,  Slack  Cottage  and  Folk  Cot- 
tage. In  addition  to  the  cottages  the  school  has  a  building  for 
direct  school  purposes  in  which  there  is  also  a  chapel  and 
recently  an  administration  building  has  been  constructed. 

(D)  Course  of  Study.— The  ordinary  subjects  of  the 
elementary  school  curriculum  are  taught  all  the  children  of 
the  home  and  in  addition  each  girl  is  taught  some  vocational 
subject,  such  as  housekeeping,  dressmaking,  millinery,  etc. 

(E)  Enrollment. — In  1909  the  institution  had  two 
hundred  sixty  girls  enrolled  and  during  the  organization  of  the 
school  six  hundred  thirty-three  girls  have  been  inmates  of  it. 

(F)  Employes. — Including  the  Superintendent,  man- 
agers, housekeepers,  teachers,  etc.,  the  institution  now  employs 
twenty-seven  persons. 

(G)  Support. — The  home  is  supported  by  State  ap- 
propriations and  by  fees  which  come  from  Counties  which 
send  girls  as  apprentices  or  otherwise.  The  fees  are  $75.00 
per  annum  for  each  individual  sent  and  must  be  paid  quarter- 
ly. The  State,  since  the  organization  of  the  Institution,  has 
appropriated  $604,158.29  for  its  support  and  maintenance. 


SPECIAL   SCHOOLS.  147 

(H)  Management. — The  Home  is  managed  by  a  Board 
of  Control  consisting  of  five  members  who  serve  for  a  term  of 
six  years.  The  law  requires  that  at  least  two  members  of  the 
Board  shall  be  women. 

(I)  Superintendent. — For  a  number  of  years  Mrs.  A. 
M.  Clay  has  been  the  Superintendent  of  the  institution. 

V.     COLONY    FOR    THE    FEEBLE-MINDED    AND 
EPILEPTIC,  MARSHALL: 

(A)  Institution  Established. — The  General  Assembly  in 
1899  passed  an  Act  for  such  an  institution,  which  was  located 
at  Marshall  in  that  same  year. 

(B)  Purpose. — The  Act  which  created  the  Institution 
declared  its  purpose  to  be  for  ' '  the  humane,  curative,  scientific 
and  economical  treatment  of  the  feeble-minded  and  epileptic", 
but  it  was  not  the  purpose  of  the  institution  to  take  any  in- 
sane or  dangerous  patients. 

(C)  Cottage  Plan. — The  original  Act  provided  that  the 
Institution  should  be  organized  on  the  cottage  plan,  and  at 
present  there  are  six  cottages. 

(D)  Admission  of  Patients. — Two  kinds  of  patients 
are  admitted  to  the  institution: 

1.  Those  who  are  feeble  minded,  and  epileptics  residing  in 
the  State  who  are  unable  to  provide  the  necessary  means  for 
support  within  the  institution.  These  patients  may  be  adults 
or  minors  and  are  called  State  patients. 

2,  Those  patients  who  are  either  adults  or  minors  and  who 
have  means  of  support  are  called  the  private  patients.  How- 
ever, no  private  patients  may  be  taken  when  there  are  State 
patients  waiting  to  be  received. 


148  HISTORY   OF   EDUCATION. 

(E)  Enrollment. — The  enrollment  January  1,  1909,  was 
four  hundred  twenty-five.  This  large  enrollment  after  the 
institution  had  been  in  operation  for  less  than  ten  years  is 
very  conclusive  evidence  that  such  an  institution  was  badly 
needed  by  the  State. 

(F)  Support. — The  Colony  is  supported  by  fees  which 
come  from  private  patients  and  from  direct  State  appropria- 
tions made  at  each  session  of  the  Legislature.  Including  the 
appropriation  for  1909-10,  the  institution  has  received  $832,- 
534.59. 

(G)  Management. — The  management  of  the  Institu- 
tion is  vested  in  a  Board  of  Managers  who  are  appointed  by 
the  Governor  for  a  term  of  four  years.  The  Board  consists 
of  five  members,  two  of  whom  must  be  women. 

(H)  Superintendent. — The  superintendent  at  present 
is  Dr.  C.  B.  Simeoe,  and  he  is  assisted  by  forty-two  other  em- 
ployes designated  as  teachers,  attendants,  etc. 

VI.     INDUSTRIAL  HOME   FOR   COLORED   GIRLS: 

(A)  Institution  Established. — The  Forty-fifth  General 
Assembly,  held  in  1909,  made  provision  for  the  establishment  of 
a  "State  Industrial  Home  for  Negro  Girls".  The  Governor 
appointed  a  Commission  which  located  the  Institution  in  Se- 
dalia  in  August,  1910.  A  site  was  purchased  but  nothing  yet 
lias  been  accomplished  in  the  matter  of  organizing  the  home. 
However  $20,000.00  was  appropriated  with  which  to  purchase 
a  building  site,  grounds  and  construct  a  building.  Of  course 
nothing  much  can  be  done  until  other  appropriations  are  made 
for  the  construction  of  buildings,  as  tlie  sum  already  men- 
tioned is  wholly  insufficient  for  the  construction  of  adequate 
buildings  for  such  an  institution. 


CHAPTER  VI. 

THE  COLLEGE  UNION. 


I.     OCCASION  FOR  THE  UNION: 

Very  soon  after  the  State  began  making  appropriations 
for  the  State  University,  the  question  arose  as  to  what  relation 
this  institution  should  have  to  the  other  public  schools  of  the 
State.  As  early  as  1870,  Dr.  Reed,  President  of  the  Univers- 
ity, read  a  paper  before  the  State  Teachers '  Association  on  the 
subject,  "The  Relation  of  the  State  University  to  Public 
Schools."  This  paper  caused  a  very  earnest  discussion  and 
resulted  in  the  appointing  of  a  committee  whose  business  it 
was  to  try  to  determine  the  relations  between  the  public 
schools  and  the  higher  institutions  of  learning  in  the  State. 
It  should  be  observed  also  that  1870  is  the  date  for  the  estab- 
lishment of  the  first  Normal  School  at  Kirksville,  Warrens- 
burg  being  founded  1871,  and  Cape  Girardeau  1873.  These 
schools  also  complicated  the  situation  still  more  for  their 
place  had  to  be  determined  in  the  system.  And  at  the  same 
time  the  various  denominational  colleges  of  the  State  were 
interested  in  the  matter,  since  their  faculties  were  members  of 
the  State  Association  and  in  a  general  way  interested  in  the 
same  problems  of  education  as  were  those  of  the  State  institu- 
tions. 

The  whole  situation  was  further  complicated  by  the  fact 
that  all  of  these  institutions  were  doing  preparatory  work. 

149 


150  HISTORY   OF   EDUCATION. 

This  made  the  problem  a  difficult  one  because  the  high  schools 
of  the  state  were  being  founded  and  demanded  their  place  in 
the  system.  In  the  case  of  the  state  schools  they  had  a  very 
definite  demand  since  the  work  of  the  preparatory  department 
of  the  higher  institutions  was  a  mere  duplication  of  the  high 
school  work.  All  these  matters  remained  in  what  might  be 
called  the  "discussion  stage"  from  1870  to  1887,  when  a  com- 
mittee was  appointed  by  the  State  Teachers'  Associa- 
tion to  try  to  define  the  relations  between  high 
schools  and  the  higher  institutions.  This  committee  con- 
ferred with  a  committee  from  the  University  and  was  also 
counseled  by  Superintendent  W.  E.  Coleman,  and  President 
H.  K.  Warren  of  the  Association,  The  committee  after  inves- 
tigating the  whole  situation  submitted  a  report  which  provid- 
ed a  scheme  for  articulation  between  high  schools,  academies 
and  the  University  and  other  colleges  of  the  State.  This  report 
has  been  quoted  in  full  in  the  chapter  on  "Secondary 
Schools." 

II.     RESULTS    OF    THE    ARTICULATION   AGREE- 
MENT: 

(A)  The  University  abolished  the  two  years  of  its 
preparatory  department  in  accordance  with  the  terms  of  the 
agreement.  The  private  colleges  did  practically  nothing  in 
the  matter  of  articulation  with  high  schools.  By  1893  about 
fifty  high  schools  and  academies  had  arranged  their  courses 
to  meet  the  conditions  of  the  agreement  and  were  on  the  ap- 
proved list  of  the  University.  These  were  the  conditions  ex- 
isting when  the  37th  General  Assembly  abolished  the  prepar- 
atory department  of  the  University,  the  lower  grade  to  be 
dropped  in  1893  and  the  upper  in  1894. 


THE    COLLEGE   UNION.  151 

III.     FORMATION  OF  THE  COLLEGE  UNION: 

As  has  already  been  indicated  there  was  still  great  need 
for  some  kind  of  a  working  agreement  between  the  colleges 
and  universities  on  the  one  hand  and  the  secondary  schools  on 
the  other.  To  bring  about  this  result,  President  R.  H.  Jesse  of 
the  State  University  and  Chancellor  W.  S.  Chaplin  of  Wash- 
ington University,  jointly  addressed  letters,  in  January,  1893, 
to  the  several  colleges  of  the  state,  suggesting  a  meeting  in 
April  of  that  same  year  for  the  purpose  of  forming  an  organ- 
ization in  the  interests  of  higher  education. 

(A)  Institutions  Invited. — The  institutions  addressed 
in  the  joint  letter  were :  Central  College,  Fayette ;  Westmin- 
ster College,  Fulton;  William  Jewell  College,  Liberty;  Drury 
College,  Springfield;  Missouri  Valley  College,  Marshall; 
Washington  University,  St.  Louis;  and  Missouri  State  Uni- 
versity, Columbia. 

This  letter  met  with  approval  and  resulted  in  a  meeting 
which  was  held  at  Sedalia,  April  7,  1893.  At  this  meeting  an 
organization  was  effected  and  a  constitution  adopted  which 
was  modeled  somewhat  after  that  of  the  New  England  Union 
of  College  Presidents.  This  constitution  was  later  revised 
and  printed.     The  substance  of  which  is  as  follows : 

(B)  Constitution. — 1.  Name:  The  Missouri  College 
Union. 

2.  Oiject :  To  raise  the  standard  of  higher  education,  to 
bring  about  closer  union  between  the  colleges,  and  to  foster 
an  acquaintance  among  their  faculties. 

3.  Member sliip :  The  seven  institutions  first  mentioned  and 
such  others  as  may  later  be  admitted. 

4.  Bepresentation :  Two  from  each  member  of  the  Union ; 


152  HISTORY   OF   EDUCATION. 

the  President  or  his  representative  and  one  member  of  the 
faculty. 

5.  Officers :  A  president,  who  shall  be  the  presiding  officer 
of  the  institution  at  which  the  meeting  is  held;  a  secretary- 
treasurer  chosen  bienniall}^,  and  an  executive  committee  con- 
sisting of  the  president  in  office,  his  predecessor,  and  the  sec- 
retary. 

6.  Meetings :  The  annual  meeting  held  in  October  or  No- 
vember in  succession  at  the  several  institutions  in  the  order  of 
their  founding  and  a  second  at  the  call  of  the  executive  com- 
mittee. 

7.  Admission:  Each  institution  shall  have  one  vote,  and 
two-thirds  in  the  affirmative  shall  be  required  to  admit  a  new 
member  to  the  Union. 

8.  Visitors:  Where  the  Union  is  meeting,  the  faculties  of 
that  institution  may  attend  and  participate,  but  not  vote. 

9.  Changes  in  Constitution :   In  the  usual  way. 

(0)  Additional  Members. — Park  College,  situated  at 
Parkville,  was  admitted  in  1901;  St.  Louis  University,  St. 
Louis,  and  Tarkio  College,  located  at  Tarkio,  were  both  ad- 
mitted into  the  Union  in  1902;  Central  Weslyan  College,  lo- 
cated at  Warrenton,  was  admitted  in  1910.  Consequently  the 
present  membership  is  made  up  of  eleven  institutions. 

(D)  Annual  Meeting,  St.  Louis,  1895. — At  the  annual 
meeting  of  the  Union  in  St.  Louis,  April,  1895,  it  was  suggest- 
ed that  a  joint  committee  be  appointed  by  the  Union  and  the 
Missouri  State  Teachers'  Association  which  was  to  meet  at 
Pertle  Springs  in  June,  1895.  The  general  object  being  to 
arrange  a  scheme  for  classifying  the  colleges  and  universities 
of  the  State,  and  a  tentative  scheme  was  suggested.  The  State 
Teachers'  Association  acted  on  this  suggestion  and  at  a  joint 


THE    COLLEGE   UNION.  153 

session  of  the  College  Union  and  the  State  Teachers'  Associa- 
tion, held  at  Pertle  Springs  in  June,  1896,  the  "committee  of 
nine"  appointed  in  pursuance  of  the  above  plan  made  its  re- 
port. The  report  was  adopted  and  its  pro^dsions  are  as  fol- 
lows: 

(E)  Report  of  the  Committee  of  Nine. — The  committee, 
appointed  in  June,  1895,  by  the  State  Teaoliers'  Association  of 
Missouri,  to  consider  the  classification  of  colleges  in  the  state, 
the  proper  requirements  for  admission  to  college,  and  to  sug- 
gest courses  of  study  for  secondary  schools,  respectfully  sub- 
mit the  following  report : 

1.  The  Classificatio7i  of  Colleges. — To  be  classed  as  a  col- 
lege at  all,  an  instituion  of  learning  should  meet  fully  these 
conditions : 

(a)  Requirements  for  Degrees. — It  should  require  from 
every  student,  for  a  degree,  four  years  of  academic  study,  with 
a  minimum  of  fourteen  hours  a  week. 

(h)  Faculty. — It  should  have  a  faculty  of  at  least  six 
teachers,  each  giving  his  entire  working  time  to  instruction  in 
the  institution,  at  least  nine  hours  a  week  of  which  time  should 
be  devoted  to  college  instruction  in  one  or  more  of  the  follow- 
ing subjects :  English,  Latin,  Greek,  French,  German,  History 
and  Mythology,  Political  Economy,  Philosophy,  Mathematics, 
Physics,  Chemistry,  and  Biology. 

(c)  Laboratories. — It  should  teach  science  by  the  labora- 
tory method  and  should  have  laboratories  well  equipped  for 
individual  student  work  in  at  least  Physics,  Chemistry,  and 
Biology. 

(d)  Endowment. — Recognizing  the  impossibility  of  con- 
ducting a  college  on  tuition  fees  alone,  we  believe  that  no  in- 
stitution should  be  recognized  as  a  college  that  has  not  adequate 


154  HISTORY   OF  EDUCATION. 

grounds,  buildings,  and  equipment,  and  an  income  producing 
endowment  of  at  least  $100,000. 

(e)  Academy. — It  is  very  desirable  that  the  academy 
should  be  separated  from  the  college  and,  while  it  is  not  at 
present  possible  to  accomplish  this  in  all  eases,  it  is  the  opinion 
of  the  committee  that  colleges  should  work  toward  such  sepa- 
ration. 

2.  Minimum  Bequirements  for  Admission. — (a)  Defini- 
tion of  Units. — rDefining  a  period  as  a  time  of  instruction  of 
from  thirty  to  forty-five  minutes,  and  a  point  as  five  periods 
a  week  for  one  year  of  nine  months  in  one  subject,  the  mini- 
mum requirement  for  admission  to  college  should  be  as  fol- 
lows: Satisfactory  evidence  of  three  points  in  English,  two 
points  in  History  and  Mythology  (in  the  classical  course  one 
point  in  History  and  Mythology),  three  points  in  Mathematics, 
and  four  more  points  to  be  chosen  from  the  following  subjects 
(but  if  a  foreign  language  be  offered  at  least  two  points  will 
be  required  in  this)  :  Zoology,  Botany,  Physics,  or  Chemistry; 
Latin,  Greek,  German,  or  French ;  or  an  additional  year 's  work 
in  English,  or  in  History  and  Mythology,  or  one  additional 
year  in  Mathematics. 

(J))  English. — Of  the  three  points  required  in  English,  at 
least  two  should  be  devoted  to  reading  and  study  of  master- 
pieces of  American  and  English  literature,  written  exercises 
being  required  of  each  pupil  at  least  twice  a  month  throughout 
the  three  years. 

(c)  History.— In  history  the  first  point  should  comprise 
Greek  and  Roman  History  and  Mythology.  The  second  point 
and  the  third,  when  taken,  should  be  chosen  from  the  follow- 
ing: Mediaeval  and  Modern  History,  English  History  and 
Civil  Government,  American  History  and  Civil  Government. 


THE    COLLEGE   UNION.  155 

(d)  Mathematics. — The  three  points  in  Mathematics 
should  cover  Algebra  and  Plane  Geometry,  as  given  in  stand- 
ard high  school  text-books  on  these  subjects.  If  a  fourth  point 
in  Mathematics  be  offered  it  should  be  Solid  Geometry  and 
Plane  Trigometry. 

(e)  Science. — In  science  a  point  should  be  a  year's  labor- 
atory work  in  any  one  of  the  following:  Zoology,  Botany, 
Physics,  or  Chemistry. 

(f)  Latin. — The  two  points  of  Latin,  when  offered, 
should  cover  the  introductory  book,  and  the  reading  of  three 
books  of  Caesar,  or  its  equivalent  in  other  Latin  prose,  and 
Latin  composition.  The  third  point  in  Latin  should  cover 
six  orations  of  Cicero  with  composition;  the  fourth  point 
should  cover  four  books  of  Vergil  with  Prosody  and  Mythology 
and  composition. 

(g)  Greek. — The  two  points  in  Greek,  when  offered,  should 
cover  the  mastery  of  an  introductory  book,  Greek  composition, 
and  the  reading  of  three  books  of  the  Anabasis,  or  an  equiva- 
lent in  other  Attic  prose. 

(h)  German. — The  two  points  in  German,  when  offered, 
should  be  the  ability  to  read  ordinary  German  prose  at  sight, 
and  to  translate  simple  English  sentences  into  German,  and 
sbould  include  the  correct  pronunciation  of  the  language,  and 
some  facility  in  conversation. 

(i)  French. — The  two  points  in  French,  when  offered, 
should  be  the  ability  to  read  ordinary  French  prose  at  sight, 
and  to  translate  simple  English  sentences  into  French,  and 
should  include  the  correct  pronunciation  of  the  language,  and 
some  facility  in  conversation. 

It  is  the  opinion  of  the  committee  that  all  post-graduate 
work  should  be  left  to  the  universities  and  should  not  be  at- 
tempted by  the  colleges. 


156  HISTORY   OF  EDUCATION. 

3.  Course  of  Study  for  Secondary  Schools. — The  commit- 
tee interprets  the  term  "secondary  scliools,"  as  used  in  these 
recommendations,  to  include  the  public  high  schools,  the 
academies,  and  schools  preparatory  to  college. 

Four  parallel  courses,  as  outlined  in  detail  in  accompany- 
ing schedule,  are  recommended  by  the  committee. 


THE    COLLEGE   UNION. 


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158  HISTORY   OF  EDUCATION. 

For  scHooIs  unable,  on  account  of  lack  of  teaching  force, 
to  undertake  all  the  work  outlined  above,  the  following  recom- 
mendations are  made : 

(a)  The  school  having  but  one  teacher  should  confine  its 
work  to  the  first  and  second  years  of  course  No.  1. 

(i)  Schools  having  not  more  than  two  teachers  should 
confine  themselves  to  the  first  three  years  of  course  No.  1. 

(c)  Schools  having  only  three  teachers  should  confine 
themselves  to  full  course  No.  1,  or  to  the  first  three  years  of 
courses  No.  1  and  No.  3. 

(d)  Schools  having  only  four  teachers  should  not  under- 
take more  than  two  of  the  four  full  courses. 

(e)  Schools  having  five  or  jnore  teachers  may  be  able  to 
do  the  full  work  of  the  four  parallel  courses  as  outlined  above. 

4,  Remarks. — (a)  In  the  interest  of  uniformity  the  Roman 
method  of  pronouncing  Latin,  with  strict  attention  to  quanti- 
ty, is  strongly  urged.  The  Greek  language  should  be  pro- 
nounced in  accord  with  the  written  accent  and  the  quantity  of 
the  vowels,  as  laid  down  by  the  Greek  conference  of  the  com- 
mittee of  ten. 

(h)  A  library  should  be  used  as  a  laboratory  for  work  in 
History,  Literature,  and  Language  as  well  as  for  general  read- 
ing. The  larger  schools  should  provide  suitable  rooms  and 
should  employ  a  competent  librarian  whose  whole  time  is  de- 
voted to  helping  pupils  in  their  reading  and  investigation. 
Collateral  reading  in  such  a  library  should  be  a  part  of  the 
regular  work,  especially  in  History  and  in  Literature. 

(c)  Map  drawing  is  valuable  in  emphasizing  the  geogra- 
phy of  the  countries  studied  in  History. 

(d)  Work  in  laboratories  should  be  done  under  the  gen- 
eral supervision  of  the  instructor,  but  should  be  done  by  the 


THE    COLLEGE   UNION.  159 

student.  Laboratory  note  books  should  represent,  in  historical 
order,  every  step  in  his  own  experiments  and  observations,  so 
as  to  be  a  fair  index  of  the  real  work  done  by  the  student. 

(e)  In  the  interest  of  thorough  work  in  secondary  schools, 
it  is  strongly  reGommended  that  no  teacher  be  assigned  more 
than  seven  working  periods  per  day,  with  a  maximum  of  thir- 
ty pupils  in  a  section. 

The  committee  recommends  that  the  president  of  this 
association  appoint,  with  power  to  act,  a  committee  of  seven, 
representing  the  different  educational  interests  of  the  state, 
to  take  steps  toward  securing  legislation  establishing  an  edu- 
cational commission  with  power  to  make  effective  the  purposes 
of  this  report. 

The  following  were  members  of  the  Committee  of  Nine: 
R.  H.  Jesse,  W.  H.  Black,  W.  T.  Carrington,  W.  S.  Chap- 
lin, Geo.  L.  Osborne,  A.  F.  Fleet,  L.  J.  Hall,  John  R.  Kirk, 
J.  D.  Wilson. 

(F)  The  Results  from  the  Agreement  Growing  out  of 
the  Report  of  the  Committee  of  Nine. — 1.  This  roport  set- 
tled for  all  time  the  standards  for  colleges  so  far  as  the  State 
of  Missouri  was  concerned. 

2.  It  furnished  a  definite  standard  for  courses  in  sec- 
ondary schools.  Moreover  the  secondary  scliool  was  defined 
to  include  the  public  high  schools,  academies,  and  schools 
preparatory  to  colleges. 

3.  These  clear  cut  statements  as  to  the  types  of  secondary 
schools  and  also  the  courses  of  study  to  be  pursued  in  them 
had  a  very  marked  effect  upon  the  growth  of  secondary  educa- 
tion in  the  state;  particularly  is  this  true  of  the  public  high 
school. 

4.  There  have  not  been  any  very  decided  or  significant 


160  HISTORY   OF  EDUCATION. 

changes  in  the  units  which  may  be  offered  by  secondary 
schools  since  the  agreement.  The  changes  which  have  oc- 
curred have  been  those  to  meet  the  requirements  of  the 
North  Central  Association  of  Colleges  and  Secondary  Schools 
of  which  the  members  of  the  College  Union  are  also  usually 
members.  In  general,  the  changes  have  been  in  a  more  elab- 
orate definition  of  the  units  which  may  be  offered  by  the  sec- 
ondary schools,  and  further  some  other  units  are  defined  to 
meet  the  general  progress  in  education  in  such  subjects  as 
manual  training,  commercial  and  industrial  subjects. 

5.  After  the  above  agreement  was  made  the  University 
established  the  office  of  Visitor  or  Inspector  for  Schools,  whose 
business  it  has  been  to  visit  the  secondary  schools  and  give 
them  advice  as  to  what  is  necessary  to  meet  the  conditions  for 
entrance  to  the  University  and  also  to  make  a  thorough  inspec- 
tion of  the  class  room  work,  buildings  and  equipments  of  the 
school  desiring  approval.  This  officer  has  done  much  to  clar- 
ify the  relations  which  should  subsist  between  secondary 
schools  and  colleges, 

6.  Besides  the  inspection  made  by  the  University  several 
of  the  other  members  of  the  Union  send  out  members  of  their 
faculty  to  visit  and  inspect  secondary  schools.  These  visitors 
are  sent  on  invitation  from  the  secondary  school  and  they  also 
have  contributed  very  much  to  the  growth  of  secondary 
schools.  At  present,  the  relations  between  the  secondary 
schools  and  the  colleges  may  be  said  to  be  quite  definitely 
fixed,  for  each  member  of  the  Union  maintains  a  fully  acredit- 
ed  list  which  is  published  from  time  to  time. 

(G)  17th  Annual  Session  of  the  Union. — The  17th  an- 
nual session  of  the  College  Union  was  held  in  St.  Louis,  No- 
vember 5-6,  1909,  the  members  of  the  Union  being  the  guests 


THE    COLLEGE   UNION.  161 

of  St.  Louis  University.  This  meeting  marks  another  forward 
step  in  the  history  and  influence  of  the  Union,  for  the  reason 
that  a  committee  consisting  of  Presidents  Thompson,  Tarkio, 
and  George,  Drury,  made  its  report  concerning,  "College  Di- 
plomas as  Certificates  for  Teaching".  This  report  is  quoted 
in  full  since  it  seems  to  be  the  best  presentation  of  all  the 
facts. 

(H)  Report  of  the  Committee  on  "Recognition  of  Col- 
lege Diplomas  in  the  Certification  of  Teachers. ' ' — Your  com- 
mittee would  respectfully  report  that  it  corresponded  with 
the  state  superintendents  of  Indiana,  Illinois,  Wisconsin,  Min- 
nesota, South  Dakota,  Iowa,  Nebraska  and  Kansas  with  a  view 
to  ascertaining  the  practice  in  these  states  with  reference  to 
the  certification  of  college  graduates.  It  called  a  meeting  of 
representatives  of  the  College  Union  in  Kansas  City  on  Feb- 
ruary 15th  for  the  purpose  of  ascertaining  the  views  of  mem- 
bers of  the  Union  on  this  question.  It  requested  State  Super- 
intendent Gass  to  call  a  conference  of  representatives  of  all 
the  instiutions  concerned  on  the  question  at  issue.  This  he 
did  for  February  16th  in  Jefferson  City.  There  were  present 
representatives  of  three  of  the  State  Normals,  of  Washington 
University,  Central  College,  Drury  College  and  Tarkio  Col- 
lege. After  a  conference  in  the  office  of  the  state  superin- 
tendent it  was  agreed  that  the  accompanying  paper  represent- 
ed what  the  colleges  wanted  and  what  other  educators  present 
thought  would  be  practicable  under  existing  conditions  in  this 
state.  Both  of  the  members  of  your  committee  were  present 
at  the  conference  in  Kansas  City  on  February  15th  and  at  the 
conference  in  Jefferson  City  on  February  16th. 

(I)     The  Certification  of  College  Graduates  as  Teach, 
ers. — ^Believing  that  there  should  be  less  competition  and 

E— 11 


162  HISTORY   OF  EDUCATION. 

more  co-operation  among  the  educational  forces  in  Missouri, 
and  desiring  to  encourage  and  help  graduates  of  high-class 
private  educational  institutions  who  desire  to  become  teachers, 
the  state  superintendent  has  prescribed  the  following  profes- 
sional courses  of  study  for  Missouri  educational  institutions, 
and  the  following  conditions  under  which  their  graduates  may 
be  licensed  to  teach  in  the  public  schools  of  Missouri : 

1.  The  college  entrance  requirements  shall  be  substantial- 
ly equivalent  to  those  of  the  University  of  Missouri. 

2.  The  college  course  completed  by  the  graduate  who  ap- 
plies for  certification  shall  be  equivalent  to  the  course  in  the 
College  of  Arts  required  for  the  A.  B.  degree  in  the  State 
University. 

3.  The  pedagogical  subjects  shall  be  taught  by  well- 
trained  teachers  of  experience  and  recognized  ability,  who 
shall  have  completed  a  full  four  j^ears '  course  in  a  university, 
or  its  equivalent  in  a  college,  and  shall  have  devoted  at  least 
two  years  to  the  study  of  education  and  teaching. 

4.  A  library  adequate  for  reference  and  for  supplement- 
ing the  work  in  the  pedagogical  courses  shall  be  provided  for 
the  free  use  of  students  taking  these  courses. 

5.  The  observational  work  and  the  practice  teaching  shall 
be  under  the  direction  of  a  competent  critic  teacher  and  shall 
be  done  in  a  model  or  practice  school  maintained  by  the  in- 
stitution, or  in  a  well-managed  local  public  school. 

6.  As  a  part  of  the  course  required  for  the  A.  B.  degree, 
the  candidate  shall  do,  in  a  satisfactory  manner  and  in  the 
time  herein  set  forth,  the  following  minimum  amount  of  peda- 
gogical work:  (a)  Psychology,  general  and  educational,  36 
weeks,  three  periods  of  not  less  than  forty-five  minutes  each 
a  week;  (b)  History  and  Principles  of  Education,  36  weeks, 


THE   COLLEGE   UNION.  163 

three  periods  of  not  less  than  forty-five  minutes  each  a  week  j 
(c)  Methods  of  Teaching,  18  weeks,  three  periods  of  not  less 
than  forty-five  minutes  each  a  week;  (d)  Observation  and 
Practice  Teaching,  18  weeks,  three  periods  of  not  less  than 
forty-five  minutes  each  a  week. 

7.  On  satisfactory  completion  of  the  above  courses  in  ap- 
proved colleges  and  universities,  under  conditions  as  set  forth, 
the  State  Superintendent  of  Public  Schools  will  grant  to  grad- 
uates of  such  colleges  teachers'  certificates  valid  for  three 
years. 

8.  On  or  before  the  expiration  of  the  three-year  certificate 
by  limitation,  the  State  Superintendent  of  Public  Schools  may, 
on  satisfactory  evidence  that  the  applicant  has  taught  suc- 
cessfully at  least  sixteen  months  within  the  three-year  period, 
grant  a  life  certificate  to  teach  in  the  public  schools  of  Mis- 
souri. 

9.  The  State  Superintendent  of  Public  Schools  will  ap- 
point annually  a  committee  of  three  representative  Missouri 
educators,  whose  duty  it  shall  be  to  investigate  the  organiza- 
tion, courses  of  study,  equipment,  and  work  of  educational  in- 
stitutions asking  for  their  graduates  the  right  of  certification, 
and  to  report  to  the  State  Superintendent  a  list  of  such  insti- 
tutions found  eligible  under  provisions  1  and  2  of  this  agree- 
ment. 

10.  The  State  Superintendent  of  Public  Schools  will  visit 
such  eligible  institutions  as  request  that  their  work  be  recog- 
nized and  accepted  in  lieu  of  examination  for  State  Certifi- 
cates, and  will  decide  whether  they  have  fully  complied  with 
the  pedagogical  requirements  as  herein  set  forth. 

(J)     The  Importance  of  the  Certification  Agreement 

It  is  too  soon  to  make  an  estimate  of  the  values  of  the  above 


164  HISTORY  OF  EDUCATION. 

agreement.  However,  it  seems  quite  possible  that  this  new 
power  granted  to  the  members  of  the  Union  will  be  used  in 
such  a  way  as  to  promote  the  educational  interests  of  the 
State.  Several  members  of  the  Union  are  now  practically 
ready  to  meet  all  the  conditions  prescribed  in  the  agreement 
in  order  that  their  graduates  may  be  certificated.  This  is  a 
hopeful  sign,  for  undoubtedly  the  schools  of  the  state  need  all 
the  well  trained  teachers  who  can  be  secured.  To  appreciate 
the  force  of  this  fact  it  is  only  necessary  to  recall  that  if  all 
the  graduates  of  the  universities  and  Normal  schools  were  to 
enter  the  profession  of  teaching  the  supply  would  not  be  more 
than  half  as  much  as  the  demand  which  is  made  by  the  drop- 
ping out  of  the  ranks  of  about  one-fourth  of  the  teachers  each 
year,  or  in  round  numbers  about  four  thousand  five  hundred 
men  and  women  quit  the  work  of  teaching  each  year. 

IV.    HISTORICAL  SKETCHES  OF  THE  MEMBERS 
IN  THE  UNION: 

(A)  St.  Louis  University. — 1.  Early  History. — In  1818 
the  Right  Rev.  Louis  William  Du  Bourg,  Bishop  of  Louisiana, 
who  was  residing  in  St.  Louis,  opened  a  Latin  school  under 
the  name  of  The  St.  Louis  Academy  and  the  control  of  the 
school  was  given  into  the  hands  of  the  Rev.  Francois  Niel,  a 
French  secular  priest,  who  was  curate  of  the  Cathedral.  The 
school  really  opened  November  16,  1818,  with  the  Rev.  Niel 
and  three  other  priests  as  teachers.  It  was  a  school  for 
"young  gentlemen"  and  the  students  boarded  in  or  near  the 
school;  in  fact  the  boarding  feature  continued  for  a  long 
time  after  the  institution  became  a  university, — to  be  exact,  in 
June,  1881.  From  the  very  first  Bishop  Du  Bourg  made  an 
effort  to  get  the  Society  of  Jesus,  or  Jesuits,  to  take  charge  of 
the  school ;  however  he  was  not  able  to  accomplish  this  during 


THE   COLLEGE   UNION.  165 

his  stay  in  the  Bishopric  hut  this  was  accomplished  by  his 
successor,  Bishop  Rosati,  in  1827. 

The  success  of  the  academy  encouraged  Du  Bourg  to  en- 
large the  scope  of  the  work  done  by  the  institution,  conse- 
quently in  1820  he  changed  the  school  into  St.  Louis  College, 
the  school  being  conducted  in  a  two  story  house  of  brick  near 
the  Cathedral.  After  the  Jesuits  assumed  control  of  the  col- 
lege its  permanent  success  seemed  assured  and  the  faculty 
decided  to  secure  a  charter  from  the  State  Legislature ;  on  ap- 
plication the  charter  was  granted  December  28,  1832,  and 
St.  Louis  College  became  St.  Louis  University.  This  is  the 
first  university  chartered  by  the  state  and  is,  therefore,  the 
oldest  institution  of  its  grade  in  the  state.  The  first  president 
was  Father  Verhagen,  S.  J.,  who  at  once  began  plans  for  the 
organization  of  post-graduate  work. 

2.  Post-Graduate  Faculties. — (a)  Theology. — The  first 
post-graduate  faculty  of  the  University  was  that  of  Divinity 
which  first  offered  courses  of  instruction  in  1834  and  5.  This 
work  was  continued  at  the  college  building  for  some  time  and 
later  was  conducted  in  a  special  building,  but  in  September, 
1860,  all  the  clerical  students  were  transferred  to  the  Jesuit 
College  at  Boston,  Mass.;  and  it  was  not  until  1899  that  the 
department  was  restored. 

(h)  Medicine. — The  post-graduate  faculty  for  the  medical 
department  was  constituted  in  1835  and  the  first  year's  work 
offered  in  the  school  year  1836-7.  After  a  very  useful  history 
the  department  in  1855  severed  its  connections  with  the  Uni- 
versity and  was  conducted  under  a  charter  of  its  own.  On 
May  the  first,  1901,  the  Marion  Simms  College  of  Medicine  con- 
solidated with  the  Beaumont  Hospital  Medical  College,  and 
soon  thereafter  the  consolidated  schools  became  an  integral 


166  HISTORY   OF  EDUCATION. 

part  of  St.  Louis  University.  Once  more  the  University  under- 
took the  problem  of  conducting  a  medical  school  on  the  same 
plane  as  the  other  important  university  branches.  To  meet  the 
increasing  demand  for  a  thorough  medical  department  the  Uni- 
versity in  1910  again  completely  reorganized  its  medical  de- 
partment. One  other  fact  worth  noting  in  this  same  connec- 
tion is  that  the  faculty  of  the  school  of  medicine  founded  and 
edited  the  ' '  St.  Louis  Medical  and  Surgical  Journal ' ' ;  which 
was  probably  the  first  important  journal  of  its  kind  published 
in  the  United  States. 

(c)  Law. — The  law  department  of  the  University  was 
first  established  in  1843  but  had  to  be  discontinued  during  the 
civil  war  period  and  was  not  re-established  until  the  fall  of 
1908. 

(d)  School  of  Philosophy  and  Science. — The  post-gradu- 
ate school  of  Philosophy  and  Science  was  added  to  the  Uni- 
versity in  1889,  and  a  handsome  building  was  erected  in  1891 
which  is  used  exclusively  for  this  department.  A  school  of 
Advanced  Science  was  added  to  this  department  in  1908 ;  the 
particular  function  of  which  is  to  train  scientific  specialists. 

(e)  Dental  College. — On  June  the  first,  1908,  the  St.  Louis 
Dental  College  became  one  of  the  component  parts  of  the 
University  and  is  now  known  as  the  "St.  Louis  University 
School  of  Dentistry." 

(f)  School  of  Commerce  and  Finance. — This  department 
was  organized  in  1910,  the  first  courses  being  offered  in  the 
fall  of  that  year. 

3.  War  Period. — The  Civil  War  had  a  very  disastrous 
effect  on  the  University,  since  many  of  the  students  came  from 
the  southern  states,  particularly  Louisiana ;  these  students  left 
the  University  in  May,  1861,  when  the  Federal  authorities 


THE    COLLEGE   UNION.  167 

seized  the  Confederate  camp  known  as  Camp  Jackson.  The 
excitement  growing  out  of  this  incident  together  with  the  gen- 
eral uncertainty  of  the  times  caused  the  institution  to  be  closed 
in  May,  1861,  and  when  an  effort  was  made  to  resume  in  the 
following  September  very  few  students  came  to  attend  the 
school.  Moreover,  there  were  a  good  many  unpleasant  circum- 
stances in  connection  with  the  faculty  and  the  officers  of  the 
army  which  was  encamped  near  St.  Louis. 

The  result  of  all  this  was  that  the  University  w^as  in  the 
situation  of  having  to  start  almost  from  the  beginning  when 
the  war  was  over. 

4.  Faculties. — In  all  the  departments  of  the  University 
Faculties  there  are  employed  now  as  professors,  instructors 
and  special  lecturers  more  than  180  men.  About  thirty  of 
the  professors  belong  to  the  Jesuit  Order  and  have  taken 
vows  which  preclude  them  from  receiving  definite  salaries,  the 
president  of  the  University  being  included  in  this  list.  These 
professors  give  their  time  almost  exclusively  to  the  work  of  the 
University  and  receive  only  the  necessaries  of  life  as  their 
whole  remuneration  except  of  course  the  satisfaction  of  vows 
well  performed. 

5.  Students. — There  were  enrolled  in  the  University  for 
the  year  1909-10,  1,181  students.  By  departments  there  were 
enrolled  as  follows :  Divinity,  83 ;  Philosophy,  64 ;  Law,  155 ; 
Medicine,  289 ;  Dentistry,  117 ;  Arts,  103 ;  High  Schools,  370. 
And  since  the  organization  of  the  school  it  is  estimated  that 
more  than  fourteen  thousand  students  have  been  enrolled  for 
some  work  and  at  least  two  thousand  have  received  diplomas 
from  the  various  departments. 

6.  Endowment  and  Value  of  Property. — The  chief  en- 
dowment of  the  University  comes  from  the  services  of  the 


168  HISTORY   OF   EDUCATION. 

thirty  professors,  including  the  president,  who  serve  without 
salary.  If  this  service  could  be  estimated  in  money  at  all  a 
very  conservative  figure,  all  things  being  considered,  would 
not  be  less  than  two  million  dollars.  A  fair  estimate  of  the 
value  of  the  property  would  put  it  in  round  numbers  about 
$1,800,000. 

7.  Tuition  Fees. — (a)  College  of  Arts  and  Sciences  in- 
cluding matriculation  fee,  per  j'ear $65. 

(h)  Medicine  including  matriculation  fee 105. 

(c)  Dentistry      "  "  "    155. 

(d)  Law  "  "  "    

Night  School  85. 

Day        "        105. 

(e)  Divinity No  fees. 

(f)  Graduate  school  of  Philosophy  and  Science ...  No  fees. 

Matriculation  fee  is  paid  only  one  time  and  in  many  of 
the  departments  there  are  additional  laboratory  fees  which 
vary  from  five  dollars  to  fifteen  dollars  per  year. 

8.  Alumni  and  Student  Organizations. — Including  the 
alumni  association  there  are  fourteen  different  student  organ- 
izations, as  follows: 

Alumni  Association ;  organized  1869. 

Sodality  of  the  Blessed  Virgin  Mary ;  erected  1835. 

The  Acolythical  Society. 

Fleur  De  Lis;  established  1899. 

Students'  Literary  Association;  organized  1855. 

Philalethic  Society;  organized  1832. 

Academy  of  Sacred  Eloquence. 

The  Philharmonic  Society ;  organized  1838. 

Department  of  Athletics. 

The  Academy  of  Philosophy  and  Science. 


THE   COLLEGE   UNION.  169 

Philosophers '  English  Academy. 
Oratorical  Academy. 
Ratio  Academy. 
Theological  Academy. 

9.  High  Schools. — The  University  maintains  two  high 
grade  Classical  High  Schools  in  the  city  of  St.  Louis.  These 
of  course  are  designed  to  prepare  students  for  the  Collegiate 
Department  of  the  University.  The  high  schools  are  Loyola 
Hall  and  Gonzaga  Hall. 

10.  Characterization. — One  of  the  avowed  purposes  of 
the  Order  which  controls  the  Institution  is  to  unite  knowledge 
to  religion  in  such  a  way  that  it  will  at  all  times  subserve 
morality,  and  this  University,  while  it  is  under  Catholic  man- 
agement, yet  it  is  unsectarian  in  that  finer  sense  of  the  word 
because  every  religious  conviction  is  sacredly  respected.  Many 
of  its  students  are  Protestants ;  Non-Catholics  and  Jews  hold 
places  of  honor  on  its  faculty  and  there  is  never  any  complaint 
on  the  part  of  any  of  these  that  their  convictions  have  not  been 
respected. 

11.  List  of  Presidents. — Presidents  of  St.  Louis  Academy : 
Rev.  Francis  Niel,  1818-1820.  Presidents  of  St.  Louis  College : 
Rev.  Francis  Niel,  1820-1827 ;  Rev.  Peter  J.  Verhaegen,  S.  J., 
1828-1832.  Presidents  of  St.  Louis  University  (all  members  of 
the  Society  of  Jesus)  :  Rev.  P.  J.  Verhaegen,  1832-1836 ;  Rev.  J 
A.  Elet,  1836-1840;  Rev.  J.  0.  Van  de  Velde,  1840-1843;  Rev 
George  A.  Carrell,  1843-1847;  Rev.  J.  B.  Druyts,  1847-1854 
Rev.  J.  S.  Verdin,  1854-1859 ;  Rev.  F.  Coosemans,  1859-1862 
Rev.  T.  O'Neil,  1862-1868;  Rev.  F.  H.  Stuntebeck,  1868-1871 
Rev.  J.  G.  Zealand,  1871-1874;  Rev.  L.  Bushart,  1874-1877 
Rev.  J.  E.  Keller,  1877-1881;  Rev.  Rudolph  J.  Meyer,  1881- 
1885 ;  Rev.  Henry  Moeller,  1885-1889 ;  Rev.  Edward  Gleeson, 


170  HISTORY  OF  EDUCATION. 

1889-1890;  Rev.  Joseph  Grimmelsman,  1891-1898;  Eev.  James 
F.  Hoeffer,  1898-1900 ;  Rev.  W.  Banks  Rogers,  1900-1908 ;  Rev. 
John  P.  Frieden,  1908—. 

(B)     The  State  University: 

1.  Early  Legislative  Enactments. — (a)  In  an  act  of  Con- 
gress in  1812  whibh  organized  the  territory  of  Missouri,  one 
of  the  articles  of  the  ordinance  of  1787  was  incorporated 
in  a  somewhat  modified  form.  This  pertained  directly 
to  education  and  is  as  follows :  ' '  Religion,  morality,  and  knowl- 
edge being  necessary  to  good  government  and  the  happiness  of 
mankind,  schools  and  the  means  of  education  shall  be  encour- 
aged and  provided  for  from  the  public  lands  of  the  United 
States  in  said  territory  in  such  a  manner  as  Congress  may  deem 
expedient." 

(h)  In  an  act  of  Congress,  February  17,  1818,  the  first 
idea  of  a  University  for  Missouri  is  mentioned  under  the  name 
"a  seminary  of  learning,"  which  idea  was  embodied  in  the 
enabling  act  of  Congress  of  March  6,  1820.  The  enabling  act 
also  set  apart  two  townships  of  land  (46,080  acres)  to  be  used 
for  a  University  and  one-thirty-sixth  of  the  entire  public  do- 
main, together  with  the  saline  and  swamp  lands,  to  township 
schools.  The  university  was  described  as  a  "  seminary  of  learn- 
ing" and  of  course  the  "township"  schools  we  now  know  as 
district  schools ;  thus  we  have  originated  at  once  the  State  Uni- 
versity and  an  elementary  system. 

(c)  The  First  constitution  of  the  State  adopted  in  St. 
Louis,  July  19,  1820,  has,  in  the  first  and  second  sections  of 
article  VI,  the  following  direct  statements  about  education : 

' '  Schools  and  the  means  of  education  shall  be  forever  en- 
couraged in  this  State.  ***  One  school  or  more  shall  be  estab- 
lished in  each  township. 


THE    COLLEGE   UNION,  171 

The  general  assembly  shall  take  measures  for  the  improve- 
ment of  such  lands,  etc.,  to  support  a  university  for  the  pro- 
motion of  literature  and  the  arts  and  sciences ;  and  it  shall  be 
the  duty  of  the  general  assembly,  as  soon  as  may  be,  to  provide 
effectual  means  *  *  *  *  for  the  improvement  and  permanent 
security  of  the  funds  and  endowments  of  such  institution." 

2.  Location  and  Early  History. — (a)  On  February  8, 
1839,  the  General  Assembly  passed  an  act  empowering  a  com- 
mission to  select  a  site  for  the  University.  The  five  commis- 
sioners were:  Peter  H.  Burnett,  of  Clay  county;  Chauncey 
Durkey,  of  Lewis  county ;  Archibald  Gamble,  St.  Louis ;  John 
G.  Bryan,  Washington  county ;  and  John  S.  Phelps,  of  Greene 
county.  The  commissioners  by  the  provisions  of  the  act  were 
to  select  a  site  w^hich  should  contain  not  less  than  forty  acres 
of  land  in  a  compact  form,  within  tw'O  miles  of  the  county  seat 
of  Cole,  Cooper,  Howard,  Boone,  Callaway,  or  Saline  counties. 
The  commissioners  visited  all  the  county-seats  of  the  above 
mentioned  counties  to  receive  bids  and  on  June  24,  1839,  the 
bids  were  opened  in  Jefferson  City.  After  considering  the 
various  propositions  from  all  the  counties  except  Saline,  which 
offered  none,  it  was  unanimously  decided  to  locate  the  Univer- 
sity at  Columbia,  Boone  county.  The  bonus  offered  by  the 
citizens  of  Boone  county  amounted  to  $117,900.  Wlien  we  con- 
sider the  fact  that  the  whole  population  of  the  county  at  this 
time  was  less  than  14,000  people,  this  was  a  most  generous 
subscription.  It  is  reported  that  one  Edward  Camplin,  who 
was  so  illiterate  that  he  could  not  read  or  write,  gave  $3,000 
of  this  subscription. 

(h)  The  Geyer  Act. — This  act,  drafted  by  the  Hon.  Henry 
S.  Geyer,  passed  the  General  Assembly  of  February  11,  1839. 
In  reality  this  act  transplanted  to  Missouri  the  educational 


172  HISTORY   OF  EDUCATION. 

system  of  Virginia  whicli  Thomas  Jefferson  had  advocated  as 
early  as  1779.  The  scheme  provided  for  academies  and  col- 
leges in  different  parts  of  the  State  which  should  be  closely 
articulated  with  the  university  at  the  head.  It  also  provided 
for  district  or  elementary  schools  below  the  academies. 
All  of  these  schools  were  to  be  under  the  supervision  of  the 
university  curators;  in  fact  they  were  clothed  directly  with 
visitorial  powers  with  respect  to  all  the  lower  schools  unless  a 
school  had  a  charter  from  the  legislature  which  specifically 
exempted  it  from  visitation.  Thus  we  have  in  outline  the  three 
general  types  of  schools  to  make  a  system.  Unfortunately  for 
the  cause  of  education  there  were  no  adequate  funds  to  carry 
out  this  plan ;  moreover,  public  sentiment  at  that  time  was  not 
such  as  to  offer  support  and  co-operation  in  the  establishment 
of  this  scheme. 

(c)  Organization. — The  first  board  of  curators  consisting 
of  fifteen  members  was  selected  by  the  General  Assembly  Feb- 
ruary 11,  1839,  and  this  board  met  and  organized  in  October 
of  that  same  year.  At  this  meeting  a  committee  was  appointed 
to  secure  plans  for  the  erection  of  a  main  building  for  the  uni- 
versity and  another  committee  was  appointed  to  make  a  code 
of  by-laws  for  the  government  of  the  Board  and  also  provide 
a  seal  for  the  University.  " 

(d)  First  Building.— On  the  28th  of  October,  1839,  the 
plans  for  the  main  building  of  the  university  were  submitted, 
and  the  one  offered  by  H.  S.  Hills  was  adopted  and  $75,000 
appropriated  for  the  erection  of  the  same.  The  corner-stone 
of  this  building  was  laid  with  great  ceremony  on  July  4,  1840, 
and  the  building  was  formally  dedicated  July  4,  1843. 

(e)  First  President  and  Faculty. — In  1840,  October  29th, 
Dr.  John  H.  Latlirop  of  Hamilton  College,  New  York,  was 


THE   COLLEGE   UNION.  173 

elected  president  and  he  entered  upon  his  duties  on  December 
the  first  of  that  year.  In  accordance  with  his  wishes  the  cura- 
tors selected  three  professors  and  opened  the  school  Wednes- 
day, April  14,  1841.  They  were:  AV.  "W.  Hudson,  George 
Hadley,  and  "William  Van  Doran.  The  sessions  were  held  in 
the  old  Columbia  College  building,  which  had  been  acquired  by 
the  University  as  part  of  the  bonus  mentioned  previously. 
President  Lathrop  in  his  first  report  gives  the  number  of  stu- 
dents who  attended  during  the  first  year  of  the  University  as 
seventy-four,  and  the  first  commencement  was  held  in  1843 
when  two  men  were  graduated. 

3.  Adoption  of  University  of  Virginia  Plan. — The  facul- 
ty of  the  University  proposed  a  reconstruction  of  the  Univer- 
sity in  1859  on  a  plan  much  similar  to  the  organization  of  the 
University  of  Virginia.  This  plan  was  submitted  to  the  Board 
of  Curators  and  adopted  by  them.  In  brief  the  scheme  pro- 
vided: 

(a)  For  a  chairman  of  the  faculty  instead  of  a  president, 
who  was  to  be  appointed  annually  by  the  curators  and  who 
was  eligible  for  appointment  for  two  years  in  succession. 

(h)  Seven  separate  schools  or  departments  were  estab- 
lished, as  follows :  Latin  Language  and  Literature,  Greek 
Language  and  Literature,  English  Language  and  Literature, 
Moral  Philosophy  and  Political  Science,  Mathematics,  Astrono- 
my and  Natural  Philosophy,  and  Natural  Sciences  and  Scien- 
tific Agriculture.  In  addition  to  the  above  there  were  estab- 
lished, school  of  Scientific  Agriculture  and  Mechanics,  School 
of  Civil  Engineering  and  a  Normal  School.  The  above  or- 
ganization was  continued  for  only  one  year  because  the  Legis- 
lature put  out  of  existence  the  curators  and  faculty  and 
elected  a  new  board,  which  board  returned  the  University  to 
its  original  organization  with  a  faculty  of  five  professors. 


174  HISTORY   OF   EDUCATION. 

4.  Civil  War  Period. — The  University's  history  during 
the  Civil  War  is  not  unlike  that  of  the  other  schools  of  the 
State.  The  income  from  the  seminary  fund  was  very  small 
and  as  there  was  no  other  source  of  revenue  save  tuition  the 
Board  of  Curators  soon  found  themselves  unable  to  meet  the 
expenses  of  the  institution  and  closed  it  March  20,  1862 ;  how- 
ever, it  was  opened  November  24  of  that  same  year  but  with 
only  two  professors  in  the  faculty.  One  of  the  strong  in- 
centives for  reopening  at  this  time  was  the  movement  for  the 
disposition  by  the  General  Assembly  of  the  land  granted  to 
the  state  for  the  endowment  of  a  college  of  agriculture  and 
mechanic  arts.  It  was  hoped  that  this  might  be  made  a  de- 
partment of  the  University  and  thereby  increase  the  resources 
of  the  institution.  However,  this  did  not  come  about  at  this 
time  for  the  matter  provoked  great  discussion  in  the  General 
Assembly  and  no  settlement  was  made  till  1870,  when  the  Col- 
lege of  Agriculture  and  Mechanic  Arts  became  an  integral  part 
of  the  University. 

5.  Constitution  of  1865. — The  constitution  of  1865  has  a 
direct  statement  concerning  the  University  which  is  as  fol- 
lows :  ' '  The  General  Assembly  shall  establish  and  maintain  a 
State  University,  with  departments  for  instruction  in  Teach- 
ing, in  Agriculture  and  in  Natural  Science,  as  soon  as  the 
public  school  fund  will  permit. ' '  The  constitution  of  1820  en- 
joined upon  the  State  the  necessity  of  supporting  a  university 
for  the  promotion  of  Literature  and  the  Arts  and  Sciences. 
The  constitution  of  1865  enlarged  the  work  of  the  University 
to  include  Teaching,  Agriculture  and  the  Natural  Sciences. 

6.  First  State  Appropriation. — The  first  direct  appropri- 
ation made  by  the  Legislature  to  the  University  occurred  in 
1867.    At  this  time  $10,000  were  appropriated  to  rebuild  the 


THE    COLLEGE   UNION.  175 

President's  house,  which  had  recently  been  burned,  and  an 
annual  grant  of  1%  per  cent  of  the  State  revenue  was  made 
after  deducting  from  the  gross  revenue  the  25  per  cent  which 
was  already  appropriated  for  the  general  support  of  the  com- 
mon schools.  From  this  time  on  the  General  Assembly  has 
annually  made  appropriations  for  the  support  of  the  Univer- 
sity. Much  of  the  time  they  have  been  rather  meager  and 
not  adequate  to  meet  the  needs  of  the  growing  institution,  but 
on  the  whole  it  may  be  said  that  since  this  first  appropriation 
by  the  State,  the  University  has  been  growing  in  influence, 
efficiency,  and  usefulness. 

7.  Constitution  of  1875. — The  constitution  of  1875  in 
Article  XI,  Section  5  made  the  following  provision  concerning 
the  University:  "The  General  Assembly  shall,  whenever  the 
public  school  fund  will  permit,  and  the  actual  necessity  of  the 
same  may  require,  aid  and  maintain  the  State  University  now 
established,  with  its  present  departments."  These  depart- 
ments in  1875  were:  A  College  of  Languages  and  Sciences, 
with  professional  schools  in  Agriculture,  Teaching,  Law,  Medi- 
cine, and  Mining. 

Section  6  of  the  same  Article,  after  making  provisions  for 
the  investment  of  the  schools  funds,  goes  on  to  say,  "The  an- 
nual income  of  which  fund,  together  with  so  much  of  the  ordi- 
nary revenue  of  the  State  as  may  be  by  law  set  apart  for  that 
purpose,  shall  be  faithfully  appropriated  for  establishing  and 
maintaining  the  free  public  schools  and  the  State  University  in 
this  article  provided  for,  and  for  no  other  uses  or  purposes 
whatever."  This  article  very  definitely  linked  the  public 
schools  and  the  University  together  to  form  the  nucleus  of  a 
state  system,  and  by  this  the  state  is  committed  to  the  policy 
of  supporting  adequately  that  system. 


176  HISTORY   OF  EDUCATION. 

8.  The  Control  of  the  University. — The  General  Assem- 
bly in  joint  session  February  11,  1839,  elected  the  first  Board 
of  Curators  which,  as  wo  have  indicated,  was  composed  of  fif- 
teen members.  With  slight  changes  at  different  times  the  Gen- 
eral Assembly  directed  the  affairs  indirectly  through  this 
Board,  which  was  usually  made  up  of  members  from  the  dif- 
ferent congressional  districts  of  the  State,  till  the  adoption  of 
the  present  constitution. 

Article  XI,  Section  5  of  the  Constitution  of  1875  provides 
for  the  government  of  the  University  as  follows:  "The  gov- 
ernment of  the  State  University  shall  be  vested  in  a  Board  of 
Curators,  to  consist  of  nine  members,  to  be  appointed  by  the 
Governor,  by  and  with  the  advice  and  consent  of  the  Senate. ' ' 
The  Revised  Session  Acts  of  the  45th  General  Assembly,  1909, 
provide,  "That  not  more  than  one  person  shall  be  appointed 
upon  said  board  from  the  same  congressional  district,  and  no 
person  shall  be  appointed  a  curator  who  shall  not  be  a  citizen 
of  the  United  States,  and  who  shall  not  have  been  a  resident  of 
the  state  of  Missouri  two  years  next  prior  to  his  appointment ; 
not  more  than  five  curators  shall  belong  to  any  one  political 
party." 

The  term  of  service  of  the  curators  is  six  years  and  the 
board  is  so  classified  that  the  terms  of  three  members  expire 
every  two  years.  The  curators  receive  no  salary  but  they  are 
paid  their  actual  traveling  expenses  from  the  ordinary  reve- 
nues of  the  University. 

(a)  Powers  and  Duties  of  the  Board. — The  Board  has 
power  to  appoint  and  remove  at  discretion  the  president, 
deans,  professors,  instructors,  and  all  other  employees  of  the 
University.  It  fixes  the  compensation  of  all  the  officers  and 
employees  of  the  Univerraty  and  it  may  define  and  assign  their 


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THE    COLLEGE   UNION.  177 

powers  and  duties.  The  president  of  the  Board  makes  a  de- 
tailed report  to  each  General  Assembly  and  the  Board  is  re- 
quired to  make  an  appraisement  annually  of  all  the  property 
belonging  to  the  University.  It  is  also  the  duty  of  the  Board 
to  provide  for  the  protection  and  improvement  of  ithe  property 
of  the  University.  The  Board  has  power  also  to  make  such 
by-laws,  ordinances,  rules,  etc.,  as  it  may  deem  expedient  for 
the  fulfilling  of  the  obligations  resting  upon  it. 

9.  Organization  of  the  Departments. — The  Board  of  Cu- 
rators on  May  5,  1870,  adopted  a  resolution  proAdding  for  the 
reorganization  of  the  University,  and  this  was  accomplished  in 
part ;  but  it  seems  that  the  real  reorganization  may  be  said  to 
date  from  July  4,  1876,  when  the  University  was  organized 
under  the  new  Constitution  of  1875,  which  provisions  have 
been  noted  in  the  paragraphs  above. 

(a)  The  College  of  Arts  and  Sciences. — This  was  the  first 
department  of  the  University  and  its  organization  may  be 
dated  from  the  beginning  of  the  University  in  1841. 

(h)  The  School  of  Medicine. — In  January,  1846,  during 
President  Lathrop's  administration,  the  St.  Louis  Medical 
College  was  articulated  with  the  University  as  its  medical  de- 
partment. This  relation  was  continued  for  ten  years,  when 
they  were  separated  and  the  University  was  without  a  School 
of  Medicine  till  1872,  when  the  Board  of  Curators  established 
a  Medical  school  to  be  conducted  as  one  of  the  departments  of 
the  University.  The  faculty  was  selected  at  once  and  the 
school  opened  for  instruction  in  February,  1873,  with  five  pro- 
fessors. The  ordinance  of  the  Board  establishing  the  school 
said,  "The  plan  of  instruction  in  this  Medical  school  is  de- 
signed to  be  the  same  as  that  pursued  in  the  University  of  Vir- 
ginia."    This  school  was  maintained  on  the  above  basis  till 

E— 12 


178  HISTORY   OF   EDUCATION. 

June,  1886,  when  a  plan  of  co-operation  was  formed  between 
the  Missouri  Medical  College,  St.  Louis,  and  the  Medical  school 
of  the  University.  In  brief,  the  plan  was  as  follows:  The 
school  at  Columbia  was  constituted  as  Medical  School  No.  1 
of  the  University  while  the  Missouri  Medical  College  was 
called  School  No.  2  of  the  University.  The  junior  courses 
were  to  be  taken  at  School  No.  1,  and  the  senior  courses  at 
School  No.  2;  however  the  Missouri  Medical  College  reserved 
the  right  to  give  junior  courses  also.  By  the  terms  of  the  con- 
tract the  schools  were  to  retain  their  independence  in  the  mat- 
ter of  government,  income,  and  debts.  This  contract  did  not 
prove  to  be  of  advantage  to  either  school  and  was  terminated 
in  March,  1890,  and  the  University  from  that  time  to  1909 
maintained  its  own  Medical  school.  At  this  time  on  account 
of  the  lack  of  proper  clinic  and  hospital  facilities  the  Board 
of  Curators  thought  it  wise  to  offer  only  the  first  two  years  of 
a  Medical  course.  It  is  proper  to  note,  however,  that  this  ac- 
tion was  taken  only  after  the  Board  had  tried  to  make  suitable 
arrangements  for  the  advanced  courses  of  a  Medical  school. 

(c)  School  of  Ediication. — The  Normal  Department  was 
first  authorized  in  1849  but  it  was  not  organized  until  1867. 
With  slight  changes  in  the  scope  and  organization  the  work 
continued  under  the  head  of  the  Normal  Department  until 
1904,  when  the  Teachers'  College  was  organized,  and  this  be- 
came the  School  of  Education  in  1909. 

(d)  The  College  of  Agriculture  and  Mechanic  Arts. — The 
Congress  of  the  United  States,  July  2,  1862,  passed  a  general 
act  for  the  establishment  of  schools  of  Agriculture  and  Me- 
chanic Arts  throughout  the  United  States.  Under  this  act 
Missouri  received  330,000  acres  of  land  to  endow  a  CoUege  of 
Agriculture  and  Mechanic  Arts.     Three-fourths  of  the  pro- 


THE    COLLEGE   UNION.  179 

ceeds  of  this  grant  were  to  be  used  for  the  College  of  Agricul- 
ture and  the  other  one-fourth  was  to  be  used  for  a  School  of 
Mines.  On  February  24,  1870,  the  General  Assembly  passed 
.-In  act  locating  the  College  of  Agriculture  and  Mechanic  Arts 
at  Columbia.  The  act  provided  that  the  college  should  be 
made  a  distinct  department  of  the  University.  To  secure  the 
location  of  this  college  at  Columbia,  Boone  county  paid  to  the 
University  a  cash  bonus  of  $30,000  and  640  acres  of  land.  This 
land  cost  the  county  $60,000  which  makes  a  total  of  $90,000 
contributed  to  secure  the  College  of  Agriculture  and  Mechanic 
Arts.  The  experiment  station  in  1888  was  put  under  the  con- 
trol of  the  above  College. 

(e)  The  School  of  Mines  and  Metallurgy. — This  school 
was  created  by  the  Board  of  Curators  and  opened  for  its  first 
session  in  November,  1871.  It  was  located  at  Rolla,  in  Phelps 
county.  The  county  having  offered  a  bonus  of  $75,000  in  10 
per  cent  bonds  and  buildings  and  lands  valued  at  $55,545; 
however,  the  bonds  were  never  paid. 

(f)  School  of  Law. — The  Law  School  had  its  beginning  in 
1871  when  the  first  faculty  was  selected  but  the  school  was 
really  opened  in  October,  1872, 

(g)  The  Engineering  School. — The  Engineering  school 
was  first  established  in  1877  as  the  Department  of  Civil  En- 
gineering; however,  the  school  grew  so  rapidly  that  it  was  or- 
ganized in  1878  on  the  same  basis  as  the  other  professional 
schools  under  the  title  ' '  The  School  of  Engineering, ' '  and  now 
there  is  included  in  the  school  the  departments  of  Civil  En- 
gineering, Electrical  Engineering,  Mechanical  Engineering 
and  Chemical  Engineering. 

(h)  Graduate  Department. — The  University  offers  gradu- 
ate instruction  in  all  its  departments  except  Law  and  Medi- 


180  HISTORY   OF   EDUCATION. 

cine  and  the  usual  requirements  for  the  A.  M.,  Ph.  D.  degrees 
are  made  in  the  various  schools  before  the  degrees  are  granted. 

(i)  School  of  Journalism. — The  School  of  Journalism  was 
established  in  1908  to  meet  the  needs  of  this  new  and  import- 
ant profession. 

(j)  The  Extension  Department. — The  Extension  Depart- 
ment was  organized  in  1910  to  meet  the  needs  of  those  students 
who  are  so  engaged  that  they  are  unable  to  be  in  residence  at 
the  University  and  yet  desire  to  continue  their  university 
work. 

10.  Main  Building  Destroyed  hy  Fire. — On  January  9, 
1892,  the  main  building  of  the  University  was  destroyed  by 
fire.  Gov.  Francis  called  an  extra  session  of  the  Legislature 
which  appropriated  $237,500.00  for  the  purpose  of  construct- 
ing new  buildings.  At  the  same  time  the  people  of  Columbia 
and  Boone  county  donated  $50,000.00  to  the  building  fund. 

11.  Alumni  and  Student  Organization. — (a)  Aluinni. — 
In  accordance  with  the  revised  constitution  of  the  Alumni  As- 
sociation, besides  the  general  organization,  there  have  been  or- 
ganized about  fifty  local  associations  in  the  Counties  of  the 
State. 

(b)  Literary  and  Scientific  Societies. — The  following  so- 
cieties are  conducted  by  members  of  the  Faculties  and  are 
open  to  advanced  students :  The  Scientific  Association  organ- 
ized with  a  general  section  and  special  sections  of  Biological 
Science,  Mathematical  and  Physical  Science,  Social  and  Polit- 
ical Science,  The  Philological  Club,  Mathematical  Journal 
Club,  Zoological  Field  Club  and  The  University  of  Missouri 
section  of  the  American  Chemical  Society. 

(c)  Societies  managed  hy  Students. — The  following  So- 
cieties are  managed  by  the  students,  though  in  some  cases 


THE    COLLEGE   UNION.  181 

members  of  the  Faculty  participate  in  the  membership :  Athen- 
aean,  Union  Literary,  Bliss  Lyceum,  Missouri  State  University 
Debating  Club,  New  Era  Debating  Club,  Lledical  Society,  Ag- 
ricultural Society,  Engineering  Society,  Der  Deutche  Klub, 
Sketch  Club,  Asterisk  Club,  History  Club,  Branch  of  The 
American  Institute  of  Electrical  Engineers,  Branch  of  The 
American  Society  of  Mechanical  Engineers  and  The  Dana 
Club. 

(d)  Musical  Organizations. — The  students  maintain  a 
Military  Band,  Glee  Club,  Carol  Club,  Mandolin  and  Guitar 
Club,  Piano  Club  and  Violin  Club. 

(&)  Christian  Organizations. — Both  the  Young  Men's 
Christian  Association  and  The  Young  Women's  Christian  As- 
sociation have  houses  with  very  efficient  organizations. 

12.  Support  of  the  University. — The  University  derives 
its  support  in  the  main  from  the  following  sources : 

(a)  The  interest  derived  from  the  permanent  endowment 
fund  of  the  University  which  now  amounts  to  $1,260,000.00. 
This  fund  came  from  land  grants  and  donations  originally. 

(h)  The  United  States  Government  makes  annual  appro- 
priations for  the  support  of  the  University  in  accordance  with 
the  ]\Iorill,  Hatch  Acts,  etc.  The  amount  from  this  source  is 
now  about  $80,000.00  per  year. 

(c)  Bi-ennially  the  General  Assembly  makes  an  appropri- 
ation for  the  support  and  maintenance  of  the  University. 

(d)  The  University  derives  some  funds  from  the  tuition 
charges  made  upon  students. 

(13)  Statistics. — (a)  Faculties. — As  now  constituted  the 
faculties  consist  of  seventy-one  Professors,  thirty-three  Assist- 
ant Professors,  one  hundred  twenty-three  Instructors  and  As- 
sistants, fifty-two  Students  Assistants  and  twenty-four  other 


182  HISTORY   OF   EDUCATION. 

officers,  making  a  total  of  three  hundred  three  officers  for  the 
whole  University. 

(b)  SUidents.— The  enrollment  for  the  year  1909-1910 
was  as  follows:  Arts,  1,098;  Agriculture,  510 j  Education, 
259;  Law,  271;  Medicine,  30;  Engineering,  428;  Journalism, 
75 ;  School  of  Mines,  229 ;  making  a  grand  total  of  2900. 

(c)  Value  of  Buildings,  Grounds,  etc.,  for  the  Plants  at 
Columbia  and  Rolla,  are  estimated  to  be  worth  $3,500,000.00. 

(d)  Fees. — All  students  of  the  University,  except  for  the 
Summer  session  and  the  short  winter  courses  in  Agriculture, 
are  required  to  pay  a  library  and  incidental  fee  of  $10.00  an- 
nually. 

The  Summer  School  students  and  Agricultural  students 
pay  a  registration  fee  of  $5.00. 

Students  who  are  not  residents  of  this  State  pay  an  an- 
nual tuition  fee  of  $20.00  in  all  the  Departments  of  the  Uni- 
versity. 

Students  who  are  registered  in  the  Departments  of  En- 
gineering, Journalism,  Law  and  Medicine  pay  an  annual  tui- 
tion fee  of  $20.00. 

(e)  Aggregate  Appropriations. — Including  all  the  appro- 
priations made  for  the  University  between  1841  and  1910  and 
the  School  of  Mines  from  1875  to  1910,  the  University  has  re- 
ceived $7,218,138.10. 

(14)  Characterization. — It  is  very  nearly  impossible  to 
suggest  an  adequate  characterization  for  so  long  a  history  in- 
cluding so  many  different  facts,  but  it  is  certain  that  Dr. 
Eead's  administration  rehabilitated  the  University  after 
the  Civil  "War  period  and  it  was  during  his  administration 
that  the  larger  number  of  professional  schools  were  estab- 
lished. 


THE    COLLEGE   UNION.  183 

Further,  it  is  clear  that  the  administration  of  Dr.  Laws 
was  one  in  which  the  higher  academic  standards  and  ideals 
were  worked  out. 

Concerning  the  great  work  of  Dr.  Jesse  as  President,  it 
seems  clear  that  he  transformed  the  institution  from  the  col- 
lege to  a  true  University  standard;  moreover,  he  did  much  to 
encourage  the  growth  of  high  schools. 

Dr.  Hill  has  been  in  the  Presidency  only  a  short  time,  con- 
sequently it  is  not  fair  to  make  any  complete  statement  about 
his  policies ;  however,  it  seems  that  one  thing  is  quite  evident, 
namely,  that  all  the  professional  schools  of  the  University  are 
to  be  placed  upon  a  higher  plane  in  that  at  least  two  years' 
college  work  will  soon  be  required  for  admission  to  any  of  the 
strictly  professional  schools. 

15.  Presidents. — John  H.  Lathrop,  1841  to  1849 ;  James 
Shannon,  1849-56 ;  W.  W.  Hudson,  1856-59 ;  G.  H.  Mathews, 
Chairman  of  the  Faculty,  1859-60;  B.B.  Minor,  1860-62;  John 
H.  Lathrop,  Chairman  of  the  Faculty,  1863,  President,  1865- 
66 ;  Daniel  Read,  1866-76 ;  S.  S.  Laws,  1876-91 ;  R.  H.  Jesse, 
1891-08 ;  Albert  Ross  Hill,  1908. 

(C)     Central  College: 

1.  Early  Eistorij. — Central  College,  located  at  Fayette, 
grew  out  of  the  old  Howard  High  School  which  had  been 
opened  in  1844  by  the  Rev.  William  T.  Lucky  and  the  Rev. 
Nathan  Scarritt.  This  school  had  been  opened  in  the  building 
which  was  started  with  the  hope  of  securing  the  State  Uni- 
versity at  Fayette;  however,  the  University  was  located  at 
Columbia  and  Captain  W.  D.  Swinney  of  Glasgow  bought  the 
unfinished  building  under  a  contractor's  lien,  finished  it,  and 
allowed  the  above  named  men  to  start  a  school  in  it.  Almost 
from  the  first  the  school  was  a  success,  so  that  by  1852  it  en- 


184  HISTORY   OF   EDUCATION. 

rolled  350  pupils  per  year.  However,  in  October,  1847,  the 
building  and  grounds  were  conveyed  to  Wesley  Green,  Joseph 
Sears,  Thomas  Johnson,  Andrew  JMonroe,  and  Abiel  Leonard, 
joint  tenants  for  the  purpose  of  forming  a  public  institution 
of  learning  which  was  to  be  under  the  general  control  and 
government  of  the  Conferences  of  the  Methodist  Episcopal 
Church,  South,  in  Missouri.  The  Howard  High  School  con- 
tinued its  existence  under  the  same  management  for  some 
time,  in  fact  until  the  charter  was  granted  for  Central  College 
proper. 

(a)  College  Located. — In  1853  an  Educational  Conven- 
tion met  in  St.  Louis  and  after  a  sharp  contest  between 
Fayette  and  St.  Charles,  Payette  was  selected  as  the  seat  for 
the  new  college;  the  first  meeting  of  the  Board  of  Curators 
being  held  December  9,  1853. 

(b)  High  School  Burned. — On  January  27,  1854,  the  old 
Howard  High  School  building  was  burned  and  immediately 
there  was  held  a  joint  session  of  the  Trustees  of  the  High 
School  and  the  Curators  of  Central  College,  which  resulted 
in  the  transfer  to  the  Curators  of  the  site  of  the  High  School, 
this  being  used  as  a  beginning  for  the  College  campus.  One 
of  the  conditions  of  the  transfer  was  that  the  Curators  of 
Central  College  should  add  a  wing  to  the  boarding  house  of 
Howard  High  School  which  was  to  be  used  for  school  pur- 
poses. 

(c)  College  Chartered. — On  March  the  first,  1855,  the 
General  Assembly  of  the  State  of  Missouri  issued  a  charter 
to  the  new  College  which  was  to  be  under  the  control  of  the 
two  Conferences  of  the  Methodist  Episcopal  Church,  South, 
of  the  State.  The  new  college,  however,  did  not  open  until 
1857,  when  the  college  building  was  dedicated.     In  1901  the 


THE   COLLEGE   UNION.  185 

Charter  of  the  College  was  amended  so  as  to  bring  the  control 
of  the  institution  under  the  three  Conferences  of  the  State. 
This  control  is  vested  in  a  Board  of  Curators,  twenty-four  in 
number,  who  serve  for  four  years.  One-third  of  the  number 
of  the  Curators  shall  be  appointed  by  each  of  the  three  Con- 
ferences, and  one-third  of  the  Curators  must  be  members  of 
the  Alumni  Association  of  the  College.  The  Charter  author- 
ized the  education  of  both  men  and  women,  although  most  of 
the  time  only  men  have  been  admitted. 

(d)  Organization. — In  June,  1857,  a  preliminary  organ- 
ization of  the  College  was  made  which  provided  that  the 
school  should  open  in  September,  and  two  professors  with  a 
principal  for  the  preparatory  department  were  selected. 
The  two  chairs  established  at  the  beginning  were  those  of 
Mathematics  and  the  Ancient  Languages  and  Literature.  The 
Rev.  Carr  Waller  Pritchett  was  made  professor  of  Mathemat- 
ics ;  the  Rev.  Nathan  Scarritt,  professor  of  Ancient  Languages 
and  Literature;  and  Mr.  Eli  Offutt  was  selected  to  take 
charge  of  the  preparatory  departments.  Rev.  Scarritt  was 
made  President  for  the  ensuing  year.  In  1859  it  was  pro- 
posed to  establish  a  Chair  of  Natural  Sciences ;  however  when 
Prof.  Pritchett  was  -selected  to  fill  the  chair  it  seems  that  he 
merely  included  these  branches  along  with  Mathematics. 

2.  Progress  of  the  College. — The  new  school  hardly  got 
a  fair  start  during  the  four  years  previous  to  the  Civil  War, 
and  all  the  time  the  financial  affairs  of  the  institution  made 
a  very  serious  problem  for  the  administration.  Notwith- 
standing this,  much  good  teaching  was  done  and  six  young 
men  had  been  graduated. 

3.  War  Period.— The  school  was  closed  from  1861  to  1868, 
though  a  sort  of  an  independent  school  was  opened  in  the 
College  building  in  1866. 


186  HISTORY   OF  EDUCATION. 

4.  Reorganization. — On  account  of  debts  and  the  lack  of 
productive  endowment,  the  new  board  which  met  in  1867 
decided  it  would  not  be  wise  to  proceed  with  the  reopening 
of  the  College  until  funds  were  provided  to  insure  its  effi- 
ciency, consequently  the  new  president,  the  Rev.  William  A. 
Smith,  undertook  as  his  first  task  the  raising  of  an  endowment 
of  $100,000.  His  health  failed  before  the  task  was  completed 
but  others  carried  on  the  work  till  1870,  when  the  endowment 
fund  had  reached  the  sum  of  $96,000.  Meanwhile  the  Class- 
ical Seminary  of  Central  College  was  being  conducted  in  the 
Central  College  building.  In  the  fall  of  1870  the  College 
proper  w^as  again  opened,  with  the  Rev.  John  C.  Wills  as 
president,  but  the  next  ten  years  represented  continual  strug- 
gle and  sacrifice  on  the  part  of  the  President  and  faculty,  for 
this  was  the  general  period  of  poor  financial  conditions 
throughout  the  country.  In  fact  the  affairs  of  the  institution 
were  in  such  a  critical  condition  that  the  Board  of  Curators 
considered  a  proposition  for  amalgamation  with  Pritchett 
School  Institute,  which  was  located  at  Glasgow,  Missouri,  but 
the  Board  finally  decided  not  to  accept  the  proposition  offered 
by  the  Trustees  of  Pritchett  Institute.  This  fact  served  to 
call  attention  to  the  needs  of  the  College  and  rallied  its  friends 
in  Fayette  and  vicinity  to  its  support ;  then  further,  the  board 
elected  the  Rev.  E.  R.  Hendrix  as  president  in  1878.  He  was 
a  young  man  of  fine  scholarship  and  personality  and  did  much 
to  set  the  College  on  a  sure  foundation ;  indeed  it  may  be  fairly 
said  that  since  his  administration  the  College  has  on  the 
whole  moved  forward  steadily. 

5.  Statistics. — (a)  Faculty. — The  faculty  at  present  con- 
sists of  twelve  professors. 

(h)  Students. — Since  the  organization  of  the  institution 
there  have  been  in  attendance  3,400  students  and  336  have 


THE   COLLEGE   UNION.  187 

been  graduated.     The  enrollment  for  the  current  year  1909-10 
was  170. 

(c)  Endowment. — The  present  productive  endowment  of 
the  College  is  $202,000. 

(d)  Value  of  Plant. — A  conservative  value  of  the  build- 
ings, grounds,  scientific  apparatus,  and  library  is  $270,000. 

(e)  Student  Organizations. — The  student  organizations 
are  the  Alumni,  Y.  M.  C.  A.,  Aristitelian,  and  Phi  Alpha  Lit- 
erary societies,  band  and  orchestra. 

(f)  Tuition. — The  tuition  fees  range  between  $65  and 
$75  per  year. 

6.  Affiliated  Schools. — Besides  the  Academy  at  Fayette 
there  are  two  other  affiliated  schools,  Woodson  Institute,  Rich- 
mond, and  Centenary  Academy  located  at  Palmyra. 

7.  Characterization. — The  purpose  of  the  founders  of 
Central  College  was  to  offer  to  young  men  and  women  a  thor- 
ough education  immediately  under  tlie  control  of  the  church. 
Which  education  should  be  distinctively  and  positively  of  a 
Christian  character,  and  while  the  school  has  always  been 
under  the  control  of  the  M.  E.  Church,  South,  it  has  never 
been  narrowly  sectarian  and  has  always  stood  for  the  highest 
standard  of  scholarship  and  culture. 

8.  Former  Presidents. — Rev.  Nathan  Scarritt,  D.  D., 
1857-1858;  Rev.  A.  A.  Morrison,  D.  D.,  June,  1858-March, 
1860;  Rev.  C.  W.  Pritchett,  LL.D.,  (pro  tem.),  March,  1860- 
June,  I860;  Rev.  W.  H.  Anderson,  D.  D.,  June,  1860-June, 
1861;  Rev.  W.  A.  Smith,  D.  D.,  June,  1868-April,  1870;  Rev. 
J.  C.  Wills,  D.  D.,  August,  1870-February,  1878 ;  Rev.  E.  R. 
Ilendrix,  D.  D.,  LL.D.,  April,  1878-June,  1886 ;  0.  H.  P.  Cor- 
prew,  A.M.,  (pro  tern.),  June,  1886- June,  1888;  Rev.  J.  D. 
Hammond,   D.  D.,   June,  1888- June,   1896;  Tyson  S.  Dines, 


188  HISTORY   OF  EDUCATION. 

A.  M.,  June,  1896-June,  1897 ;  E.  B.  Craighead,  LL.D.,  June, 
1897-June,  1901  j  T.  Berry  Smith,  A.M.,  (pro  tern.),  June, 
1901-June,  1903;  Rev.  James  C.  Morris,  D.  D.,  June,  1903- 
June,  1907;  AYilliam  Alexander  Webb,  June,  1907 . 

(D)     William  Jewell  College: 

1.  Origin  and  Early  History. — The  desire  of  the  Baptist 
Denomination  to  have  an  Institution  in  which  to  train  young 
men  for  the  ]\Iinistry  who  would  be  effective  in  the  preaching 
of  the  Gospel  led  to  the  establishment  of  William  Jewell  Col- 
lege. As  early  as  1834  the  matter  received  some  attention 
among  Missouri  Baptists,  but  the  problem  came  into  real  form 
when  Dr.  William  Jewell  of  Columbia,  Missouri,  in  1843 
offered  to  the  General  Baptist  Association  some  lands  valued 
at  $10,000.00  to  form  the  nucleus  of  the  endowment  for  the 
proposed  Institution.  At  first  his  generous  offer  was  declined, 
but  later  it  was  accepted  and  then  followed  a  considerable 
period  of  agitation  to  provide  the  necessary  endowment.  By 
1849  this  endowment  was  procured,  the  sum  being  $59,432.00. 
Meanwhile,  in  1849,  a  committee  had  been  appointed  to  secure 
a  Charter  for  the  new  Institution,  which  Charter  was  secured 
February  27,  1849. 

2.  Location. — According  to  the  provisions  of  the  Charter, 
the  subscribers  were  to  locate  the  School.  They  met  in  Boon- 
ville  in  August,  1849,  and  selected  Liberty,  Clay  County,  as 
the  seat  for  the  new  College,  and  agreed  unanimously  to  call 
the  new  College  William  Jewell,  in  honor  of  Dr.  William 
Jewell,  who  made  the  offer  of  the  first  sum  of  money  for  the 
endowment  of  the  school. 

3.  First  Faculty. — At  the  first  meeting  of  the  Board  of 
Trustees,  November  12,  1849,  it  was  decided  to  open  the 
School  as  soon  as  possible  and  the  Rev.  E.  S.  Dulin  was  elected 


THE    COLLEGE    UNION.  189 

Principal.  In  addition  to  Mr.  Dulin,  who  was  to  be  Professor 
of  Ancient  Languages,  Rev.  T.  F.  Lockett  w^as  made  Professor 
of  Mathematics,  Rev.  W.  M.  Hunsaker  was  made  Principal  of 
the  Preparatory  Department,  and  the  School  was  ordered 
opened  January  1,  1850.  At  first  the  basement  rooms  of  the 
Baptist  Church  at  Liberty  were  used  as  class  rooms. 

4.  Support  of  the  School. — In  tlie  beginning  the  School 
had  to  depend  on  tuition  fees  alone  for  its  current  expenses 
and  the  Charter  stipulated  that  candidates  for  the  IMinistry 
should  not  pay  any  tuition  fees.  In  the  year  1850  and  1851 
137  students  were  enrolled. 

5.  First  Building. — The  first  building  called  Jewell  Hall 
was  completed  in  1858  and  cost  $44,000.00.  Ely  Hall  was 
erected  in  1881,  Wornall  Hall  in  1896,  and  more  recently 
Brown  Hall,  Vardeman  Hall  and  the  Library  Building  have 
been  added  to  the  number  of  important  buildings. 

6.  First  Class. — The  first  class  consisting  of  five  young 
men  was  graduated  in  1855. 

7.  Financial  Difficulties. — On  account  of  serious  financial 
difficulties  the  College  was  closed  in  June,  1855,  and  did  not 
open  again  until  September,  1857.  This  was  caused  by  the 
fact  that  the  tuition  fees  were  wholly  insufficient  to  meet  the 
current  expenses  of  the  Institution  and  the  indebtedness  had 
been  increasing  from  year  to  year  till  it  amounted  to  nearly 
$10,000.00.  Before  the  College  could  be  opened  again  pro- 
vision had  to  be  made  to  liquidate  this  indebtedness,  which 
was  accomplished  by  the  resident  Trustees  of  Clay  County 
agreeing  to  assume  and  pay  off  the  whole  sum.  A  financial 
agent  was  appointed  who  set  about  to  secure  an  increased 
endowment.  One  William  M.  McPherson  of  St.  Louis  pledged 
the  sum  of  $21,000.00  on  condition  that  the  Baptists  of  the 


190  HISTORY   OF   EDUCATION. 

State  and  the  citizens  of  Clay  County  would  make  a  total  of 
$50,000.00.  This  condition  was  met,  so  that  in  the  fall  of  1857 
the  College  had  been  materially  strengthened  financially, 

8.  War  Period. — On  account  of  the  unsettled  conditions 
it  was  thought  best  to  close  the  School  in  1861 ;  consequently 
the  Presidency  and  all  the  professorships  were  declared  va- 
cant by  the  Trustees,  and  no  effort  was  made  to  open  the 
School  till  after  the  close  of  the  War.  Even  then  the  finances 
of  the  Institution  were  in  such  a  hopeless  tangle  that  it  seemed 
almost  impossible  for  the  School  to  get  on  its  feet  again.  The 
buildings  were  in  a  very  deplorable  condition  while  the  Li- 
brary, Apparatus  and  School  property  were  all  in  a  very 
unusable  condition. 

9.  Re-organization. — In  1867  the  Board  of  Trustees  elect- 
ed the  Rev.  Thomas  Rambaut  of  Louisville,  Kentucky,  to  the 
Presidency  of  the  Institution.  As  soon  as  Dr.  Rambaut  came 
to  Missouri  he  a;nd  the  Trustees  started  to  work  for  a  complete 
re-organization  of  the  School  and  began  a  canvass  to  bring 
back  the  support  of  the  Church  to  the  School;  moreover.  Dr. 
Rambaut  proposed  that  the  College  should  be  organized  on 
the  same  plan  as  the  University  of  Virginia.  This  plan  was 
adopted  by  the  Board  of  Trustees  and  the  following  eight 
schools  were  established,  each  on  an  independent  basis : 

(a)  Latin;  (h)  Greek;  (c)  Mathematics;  (d)  Modern 
Languages;  (e)  English  Literature  and  History;  (f)  Natural 
Sciences;  (g)  Moral  Philosophy;  (h)  and  Theology. 

Not  all  of  the  Professorships  were  filled  immediately,  but 
the  College  re-opened  in  September,  1868,  and  the  following 
year  there  was  an  attendance  of  81  students. 

This  organization,  modeled  after  the  University  of  Vir- 
ginia, continued  until  1885,  when  some  of  the  Departments 


THE    COLLEGE   UNION.  191 

were  divided  and  the  free  election  scheme  which  had  been  in 
use  in  connection  with  the  above  plan  was  abandoned  and 
certain  definite  courses  of  study  were  prescribed  for  the  stu- 
dents. 

10.  The  School  of  Philosophij .—In  1869  the  President's 
chair  was  endowed  and  the  School  of  Philosophy  known  as 
the  "Sherwood  School  of  Philosophy"  was  originated,  the 
President  being  at  the  head  of  the  new  School. 

11.  School  of  Theology  Established. — The  School  of  The- 
ology, known  as  the  "Jeremiah  Vardeman  School  of  Theol- 
ogy"? was  constituted  in  August,  1869.  This  is  one  of  the 
unique  features  of  the  School  which  has  been  maintained  since 
that  time.  It  is  planned  in  such  a  way  that  the  students  take 
their  theological  work  in  lieu  of  certain  parts  of  the  literary 
course. 

12.  Statistics. — (a)  Faculty. — There  are  now  twenty-two 
full  professors  and  twenty-three  Instructors  in  the  Faculty. 

(b)  Students.— During  the  year  1909  and  1910  the  Col- 
lege enrolled  527  men.  It  should  be  noted  that  from  the  first 
only  men  have  been  matriculated  in  the  Institution. 

(c)  Alumni  and  Student  Organizations. — There  are  three 
Alumni  Associations  in  the  State,  the  general  Association  hav- 
ing its  headquarters  at  Liberty,  while  the  other  local  associa- 
tions have  an  organization  in  Kansas  City  and  St.  Louis. 
There  are  four  Literary  Societies,  namely :  Philomatic,  Junior 
Philomatic,  Excelsior  and  Junior  Excelsior.  In  addition  to 
the  above  the  students  have  a  Young  Men's  Christian  Associa- 
tion and  the  Student  Volunteer  Band  and  Missionary  Society. 

(d)  Tuition. — The  entire  entrance  fees  and  tuition  for  a 
year  is  $50.00,  provided  the  same  is  paid  in  advance. 

(e)  Endowment. — The  present  productive  endowment  of 
the  College  is  $700,000.00. 


192  HISTORY   OF  EDUCATION. 

13.  Affiliated  Schools. — The  College  maintains  an  Acade- 
my at  Liberty  and  Grand  River  Academy  located  at  Gallatin, 
Missouri.  ' 

14.  Characterization. — The  College  has  always  main- 
tained a  high  academic  standard  and  is  one  of  the  few  mem- 
bers of  the  Union  which  is  a  Men 's  College,  and  at  present  it  is 
the  largest  and  best  endowed  of  any  of  the  Colleges  of  the 
Union;  moreover,  it  is  the  only  one  which  maintains  a  Theo- 
logical Department  and  possibly  it  has  the  largest  Library. 

15.  Presidents.— Rey.  E.  S.  Dulin,  Principal,  1850-2;  Dr. 
R.  S.  Thomas,  1853-5;  Dr.  Wm.  Thompson,  1857-61;  Rev. 
Thomas  Rambaut,  1867-74 ;  Dr.  W.  Pope  Yeaman,  Chancellor, 
1875-7 ;  Dr.  Wm.  R.  Rothwell,  Chairman  of  the  Faculty,  1873- 
83;  Dr.  James  G.  Clark,  Chairman  of  the  Faculty,  1883-92; 
Dr.  J.  P.  Greene,  President,  1892 . 

(E)     Westminster  College : 

1.  Origin. — The  desire  of  the  Presbyterian  Churches  con- 
stituting the  Synod  of  Missouri  to  have  a  Higher  Institution 
of  learning  to  train  the  young  men  of  the  Church  caused  them 
to  found  Westminster  College.  The  Institution  at  first,  in 
1849,  was  called  Fulton  College,  but  in  1853  a  Charter  was 
secured  and  the  school  named  Westminster  College. 

2.  Location. — In  1854  the  Synod  of  Missouri  met  at  Ful- 
ton in  Callaway  County  and  after  discussing  the  proposition 
for  some  time,  in  which  the  availability  of  Fulton,  Richmond, 
Boonville  and  St.  Charles  were  considered,  the  new  College 
was  located  at  Fulton.  To  secure  the  College,  Fulton  gave 
$15,391.00  in  cash,  18  acres  of  land  and  the  buildings  and 
grounds  of  the  old  Fulton  College,  valued  at  $5,000.00 ;  also  a 
pledge  of  $20,000.00  for  scholarships. 

3.  Organization. — Dr.  Alfred  A.  Ryley  was  chosen  Presi- 


THE    COLLEGE   UNION.  193 

dent  in  March,  1883.  William  Van  Doren  was  the  first  Pro- 
fessor and  the  school  was  opened  early  in  May,  1853,  for  a 
session  of  twenty-one  weeks. 

4.  First  Building. — The  cornerstone  of  the  first  building 
was  laid  July  4,  1853,  and  the  structure  costing  $15,000.00  was 
completed  in  February,  1854. 

5.  The  Early  Faculty. — Dr.  Ryley  lived  only  a  short  time 
and  the  Board  elected  Dr.  W.  L.  Breckenridge  as  President  in 
February,  1854.  However,  he  declined  and  Dr.  S.  S.  Laws 
was  elected  as  President  in  June  of  that  same  year.  Dr.  Laws 
had  been  made  Professor  of  Natural  Sciences  at  the  February 
meeting  of  the  Board  and  T.  D.  Baird  was  chosen  Professor  of 
Mathematics. 

6.  First  Years. — For  the  year  1853-54  there  were  three 
Professors  as  noted  above,  one  tutor,  J.  G.  Smith,  and  the 
College  enrolled  one  hundred  fourteen  students. 

7.  Re-organization  on  the  University  of  Virginia  Flan. — 
In  June,  1858,  the  College  was  re-organized  into  six  schools 
very  similar  to  the  organization  of  the  University  of  Virginia. 
This  arrangement  has  been  continued  till  the  present  time. 
The  six  schools  are:  Mental  and  Moral  Philosophy;  Latin 
Language  and  Literature;  Greek  Language  and  Literature; 
Mathematics;  Physical  Science  and  English  Language  and 
Literature. 

8.  Civil  War  Period. — ^Westminster  had  to  encounter  the 
same  difficulties  during  this  period  as  we  have  noted  in  con- 
nection with  other  Institutions.  However,  by  heroic  efforts 
on  the  part  of  the  Faculty  and  Board  of  Trustees  the  school 
was  kept  in  operation.  It  is  true  that  much  of  the  time  the 
Faculty  went  unpaid,  or  at  least  only  insignificant  sums  were 
paid  them,  such  as  could  be  secured  from  tuition  fees.    During 

E— 13 


194  HISTORY   OF  EDUCATION. 

this  time  the  permanent  funds  of  the  College  were  very  much 
depleted  by  the  bad  system  of  borrowing  from  them  to  meet 
the  contingent  expenses  of  the  School. 

9.  Securing  Endowment. — The  above  mentioned  policy 
kept  this  school  in  continual  straitened  financial  circum- 
stances and  made  it  imperative  that  a  larger  endowment 
should  be  provided.  In  March,  1868,  Dr.  N.  L.  Rice  of  New 
York  City  was  called  to  the  Presidency.  Under  his  leader- 
ship the  endowment  was  increased  more  than  $40,000.00  and 
a  regulation  passed  by  the  Board  that  no  part  of  the  perma- 
nent endowment,  except  the  interest,  should  ever  again  be 
used  for  contingent  expenses. 

10.  Northern  Presbyterians  Join  in  Ownership  and  Sup- 
port.— During  the  Presidency  of  Dr.  McCracken,  and  largely 
through  his  efforts,  the  Synod  of  the  Northern  Presbyterian 
Church  in  the  State  of  Missouri  assumed  joint  control  with 
the  Synod  of  the  Southern  Presbyterian  Church.  At  present 
this  control  is  vested  in  a  Board  of  Trustees  consisting  of 
twenty-four  members,  twelve  from  each  Synod. 

11.  Buildings  Destroyed. — On  September  10,  1909,  West- 
minster Hall,  the  main  building  of  the  College,  and  the 
Chapel,  which  was  attached  to  this  building,  were  destroyed 
by  fire.  The  authorities  of  the  College  secured  quarters  in 
other  places  in  the  town  and  the  School  was  continued 
throughout  the  year.  In  August,  1910,  the  cornerstone  for  a 
handsome  new  building  was  laid.  The  building  when  com- 
pleted will  cost  $85,000.00. 

12.  Student  Organizations. — There  are  two  Literary  So- 
cieties, the  Philologic  and  the  Philalethian,  organized  respect- 
ively in  1852  and  1854.  They  both  have  large  and  well 
furnished  halls  and  hold  meetings  weekly.  There  is  also  a 
Glee  Club  and  Young  Men's  Christian  Association. 


THE   COLLEGE   UNION.  195 

13.  Statistics. — (a)Faculty. — The  Faculty  consists  of 
twenty  Professors,  Instructors  and  Student  Assistants. 

(h)  Students. — One  hundred  thirty  students  were  en- 
rolled for  the  year  1909-10,  but  this  number  is  rather  under 
the  average,  due  in  a  large  measure  to  the  somewhat  disorgan- 
ized condition  of  the  school  on  account  of  the  loss  of  the  build- 
ings. The  average  number  of  students  for  a  year  is  about  one 
hundred  and  seventy-five. 

(c)  Diplomas  Issued. — During  the  history  of  the  School 
it  has  issued  three  hundred  seventy-four  diplomas. 

(d)  Students  Attending. — Since  the  organization  of  the 
Institution  4,000  students  have  attended  it. 

(e)  Endowment. — The  present  productive  endowment  of 
the  College  is  $227,063.57. 

(f)  Value  of  Plant,  Etc. — The  estimated  value  of  the 
buildings,  grounds,  equipment,  etc.,  is  $132,502.50. 

14.  Presidents. — Samuel  S.  Laws,  D.  D.,  1855-61;  John 
Montgomery,  D.  D.,  (Acting),  1864;  Nathan  L.  Rice,  D.  D., 
1868-74;  M.  M.  Fisher,  D.  D.,  (Acting)  1867-68-1874-77; 
C.  C.  Hersman,  D.  D.,  1881-87 ;  W.  H.  Marquess,  D.  D.,  1888- 
1894;  E.  C.  Gorden,  D.  D.,  1894-98;  John  H.  MacCraeken, 
Ph.D.,  1899-03;  John  J.  Rice,  LL.D.,  (Acting)  1898-99-1903- 
1904;  David  R.  Kerr,  Ph.D.,  D.  D.,  1904 . 

15.  Characterization. — The  Institution  has  been  true  to 
the  ideals  of  its  founders  in  that  it  has  stood  for  the  highest 
standards  of  scholarship  and  character  for  its  students. 

(F)     Washington  University: 

1.  Origin  and  Early  History. — The  Hon.  Wyman  Crow, 
a  member  of  the  State  Senate  from  St.  Louis,  on  the  22nd  of 
February,  1853,  secured  a  Charter  from  the  General  Assembly 
for  a  school  to  be  located  in  St.  Louis.     The  school  was  to  be 


196  HISTORY  OF  EDUCATION. 

called  Eliot  Institute  in  honor  of  the  Rev.  William  G.  Eliot, 
a  distinguished  man  of  that  City.  The  charter  was  to  be 
perpetual  and  was  quite  liberal  in  its  terms.  Among  some  of 
the  important  provisions  the  charter  exempted  all  the  prop- 
erty from  taxation  and  provided  that  ''no  instruction  either 
sectarian  in  religion  or  partisan  in  politics  shall  ever  be  al- 
lowed in  the  University.  Further,  no  sectarian  or  party  test 
shall  ever  be  a  factor  in  the  election  of  Professors,  Teachers, 
or  other  officers  of  the  University". 

The  first  meeting  of  the  Board  of  Trustees  occurred  Feb- 
ruary 22,  1854.  At  that  time  Dr.  Eliot  expressed  a  desire 
that  the  Institute  should  not  retain  the  name  "Eliot  Insti- 
tute ; ' '  consequently  the  Trustees  selected  the  name  Washing- 
ton Institute,  largely  because  the  charter  had  been  granted  on 
the  anniversary  of  Washington's  birthday  and  for  the  further 
reason  that  the  first  meeting  of  the  Board  had  been  one  year 
following.  However,  in  accordance  with  the  enlarged  plans 
for  the  future  of  the  institution,  in  1857  the  charter  was 
changed  and  the  name  adopted  for  the  school  was  Washington 
University. 

2.  First  ScJiools. — The  first  school  work  done  under  the 
charter  of  1853  was  the  class  work  conducted  under  the  name 
of  the  * '  0  'Fallon  Polytechnic  Institute. ' '  This  work  was  car- 
ried on  in  the  winter  of  1854-55;  the  classes  were  held  in  a 
building  on  Sixth  Street  in  which  a  day  school  had  been  con- 
ducted for  some  time.  The  Polytechnic  Institute  was  an  even- 
ing technical  school  and  the  day  school  still  continued  in  ex- 
istence with  the  same  corps  of  teachers  for  both  of  the  schools. 
Mr.  N.  D.  Tyrell  and  Mr.  J.  B.  Low  did  the  teaching  till  Sep- 
tember, 1856,  when  a  new  building  was  completed  for  the  day 
school  and  immediately  was  occupied  by  it.     The  evening 


THE    COLLEGE   UNION.  197 

school  was  continued  for  some  years  by  the  University  but  was 
finally  turned  over  to  the  Board  of  Directors  for  the  City 
system  of  )St.  Louis.  The  day  school  prospered,  having  one 
hundred  eight  students  for  the  first  year.  The  school  still 
being  in  existence,  is  known  as  Smith  Academy,  one  of  the  pre- 
paratory schools  of  the  University. 

3.  Opening  of  the  University. — The  formal  opening  of 
the  University  dates  from  April  23,  1857,  when  the  Hon.  Ed- 
ward Everett  delivered  the  dedicatory  oration,  and  soon  after 
the  college  proper  was  organized  for  work.  The  first  degrees 
were  granted  in  1862. 

4.  First  Faculty. — Dr.  Joseph  G.  Hoyt  was  elected  Chan- 
cellor December,  1858,  and  entered  upon  his  duties  in  Febru- 
ary, 1859.  Prior  to  this  time  J.  D.  Low  had  been  made  Prin- 
cipal of  the  Academy,  Dr.  Abraham  Litton,  Professor  of 
Chemistry,  and  J.  J.  Reynolds,  Professor  of  Mechanics  and 
Engineering. 

4.  First  Buildings. — (a)  The  first  building  for  the  0 'Fal- 
lon Polytechnic  Institute  was  located  at  Seventh  and  Chestnut 
Streets.  The  building  was  begun  in  1858  but  slow  progress 
was  made  and  the  Civil  War  came  on  so  that  the  building  was 
not  completed  until  1867.  When  completed  the  building  cost 
$350,000.00.  It  had  been  the  purpose  of  the  President  and 
Board  of  Trustees  to  use  this  Building  as  the  Scientific  De- 
partment of  the  University;  however  after  it  had  been  com- 
pleted the  building  was  found  to  be  almost  entirely  useless  for 
the  purposes  of  the  University.  Consequently  it  was  sold  to 
the  Board  of  Directors  of  the  City  School  system.  Among 
other  articles  in  the  agreement  the  City  Board  was  to  continue 
the  technical  evening  school.    The  transfer  was  made  in  1868. 

(i)  The  new  Academy  building  located  at  Washington 
Avenue  and  Seventeenth  Street  was  the  first  home  for  the  col- 


198  HISTORY  OF  EDUCATION. 

lege  instruction,  classes  being  held  here  for  many  years,  in 
fact  until  the  new  buildings  were  constructed  on  the  present 
site.  The  instruction  in  the  polytechnic  school  was  also  given 
in  this  building. 

6.  Civil  War  Period. — The  progress  of  the  school  was 
much  hindered  by  the  unrest  and  general  disturbances  which 
characterized  the  war,  and  St.  Louis,  it  will  be  remembered, 
was  the  center  for  a  good  deal  of  activity  during  the  period 
of  the  war.  However,  the  University  did  not  close  its  doors 
but  the  work  was  very  much  minimized  in  scope  and  efficiency. 

7.  Organization  of  the  Departments. — (a)  The  Depart- 
ment of  Arts  and  Sciences. — This  Department  at  present  in- 
cludes The  College,  The  School  of  Engineering  and  The  School 
of  Architecture.  The  College  as  we  have  already  indicated 
was  organized  in  1857 ;  The  School  of  Engineering  was  organ- 
ized first  in  1869  but  was  reorganized  in  1889.  One  of  the 
important  changes  whicli  took  place  at  that  time  was  the 
requirement  of  five  years'  study  for  the  completion  of  any  of 
the  courses  in  Engineering.  At  present  the  School  offers  five 
different  courses  as  follows:  Civil  Engineering;  Mechanical 
Engineering;  Electrical  Engineering;  Chemical  Engineering; 
and  Architectural  Engineering. 

The  School  of  Architecture  for  a  long  time  was  an  in- 
tegral part  of  the  School  of  Engineering  but  in  1910  it  was 
organized  on  a  separate  basis  with  its  own  Dean  and  Faculty. 

(J))  The  Law  School. — The  Department  of  Law  was  es- 
tablished in  1860  as  the  St.  Louis  Law  School  but  the  Civil 
War  delayed  the  opening  of  the  School  until  1867. 

(c)  School  of  Fine  Arts. — The  School  of  Fine  Arts  was 
opened  in  1879.  The  Hon.  Wyman  Crow  gave  a  handsome 
building  which  was  to  be  used  for  the  School.     The  building 


THE   COLLEGE   UNION.  199 

has  a  hall  for  lectures  and  public  exercises  with  halls  for 
museum  purposes.  It  cost  $135,000.00.  This  was  one  of  the 
first  schools  of  Fine  Arts  in  the  country. 

(d)  The  School  of  Botany. — The  Henry  Shaw  School  of 
Botany  was  established  in  1885.  This  Department  of  the 
University  was  established  through  the  generosity  of  Henry 
Shaw  of  St.  Louis,  who  donated  some  valuable  property  for 
that  purpose.  At  the  same  time  an  arrangement  was  made 
connecting  the  Missouri  Botanical  Garden  with  the  School  so 
that  it  might  be  used  as  a  working  laboratory  for  the  scientific 
study  of  botanical  problems. 

(e)  The  Medical  School. — In  1891  the  St.  Louis  Medical 
College,  which  had  been  founded  in  1842,  became  a  Depart- 
ment of  the  University  and  in  1899  the  old  Missouri  Medical 
College,  which  had  been  founded  in  1840,  was  united  with  the 
St.  Louis  Medical  College  so  that  both  of  the  Schools  formed 
the  Medical  School  of  Washington  University.  The  Medical 
School  was  completely  re-organized  in  1910,  making  it  one  of 
the  most  thoroughly  equipped  medical  schools  in  the  whole 
country.  The  magnitude  of  the  re-organization  may  be  best 
understood  by  noting  the  fact  that  "combining  the  amounts 
which  will  be  expended  on  hospital  buildings  and  the  endow- 
ment and  funds  from  other  sources  for  operation,  with  the 
amounts  to  be  expended  for  laboratory  and  clinical  building 
and  equipment  and  for  the  operation  of  the  medical  depart- 
ments from  the  University  funds  and  gifts,  a  capital  in  excess 
of  $5,000,000.00  will  be  represented." 

(f)  Dental  School. — The  Missouri  Dental  College  which 
was  founded  by  the  Missouri  State  Dental  Society  in  1866 
became  a  Department  of  the  University  in  1892. 

(g)  Graduate  Department. — There  is  no  separate  De- 
partment   organized   for    Graduate   work   but   the   different 


200  HISTORY   OF  EDUCATION. 

Departments  offer  graduate  courses  and  the  University  con- 
fers the  A.  M.  and  Ph.  D.  degrees  on  the  same  general  condi- 
tions as  other  Universities. 

8.  Student  Organizations. — The  students  of  the  Univers- 
ity have  a  Dramatic  Club,  a  Co-operative  Association  and 
a  Y.  M.  C.  A. 

9.  Dormitories. — There  are  two  dormitories,  Tower  Dor- 
mitory and  Liggett  Hall.  These  dormitories  will  accommo- 
date one  hundred  and  fifty-five  men  and  are  rented  to  the 
students  at  sixty  dollars  per  year  for  a  single  room  and  one 
hundred  fifty  dollars  per  year  for  a  suite.  McMillan  Hall  is 
the  women's  dormitory  and  will  accommodate  one  hundred 
and  twenty-five  students.  -They  are  rented  at  sixty  dollars 
for  a  single  room  per  year  and  as  much  as  one  hundred  sixty 
dollars  for  a  double  suite. 

10.  Statistics. — (a)  Faculty. — The  Faculty  of  the  Col- 
lege of  Arts  and  Sciences  number  sixty-two ;  the  Law  Faculty 
numbers  thirteen;  the  Medical  Faculty,  including  Professors, 
Special  Lecturers  and  Assistants,  numbers  ninety-five;  the 
Dentistry  Faculty  numbers  fifty-six;  the  Fine  Arts  Faculty 
numbers  fourteen,  making  in  all  two  hundred  forty  for  the 
entire  Faculty  of  the  University. 

(h)  Students. — The  Department  of  Arts  and  Sciences  en- 
rolled four  hundred  sixty  students  for  the  year  ending  June, 
1909 ;  Law,  ninety-three ;  Medicine,  two  hundred  three ;  Den- 
tistry, ninety-two;  Social  Economy,  nineteen;  Fine  Arts,  one 
hundred  seventy-eight ;  total,  one  thousand  and  forty-five. 

(c)  Lihrary. — The  Department  of  Arts  and  Sciences  has 
a  library  consisting  of  forty-five  thousand  bound  volumes  and 
five  thousand  pamphlets;  the  School  of  Fine  Arts  has  two 
thousand  three  hundred  thirty  bound  volumes  and  two  thou- 


THE    COLLEGE   UNION.  201 

sand  one  hundred  twenty-eight  pamphlets ;  the  Law  School  has 
eighteen  thousand  bound  volumes ;  the  Medical  School  has  five 
thousand  five  hundred  fifty-two  bound  volumes;  the  Dental 
School  has  six  thousand  bound  volumes;  the  Shaw  School  of 
Botany  has  twenty-five  thousand  one  hundred  two  bound 
volumes  and  thirty-five  thousand  pamphlets.  The  totals  be- 
ing one  hundred  one  thousand  nine  hundred  eighty-four 
bound  volumes  and  forty-two  thousand  one  hundred  twenty- 
eight  pamphlets. 

(d)  Value  of  the  Plant. — The  present  value  of  the  plant, 
including  thirteen  buildings,  one  hundred  fifteen  acres  of 
land  and  the  equipment  of  the  various  Departments  of  the 
University,  is  $3,733,298.90. 

(e)  Productive  Endowment. — The  productive  endow- 
ment of  the  University  is  $7,337,200.00. 

(f)  Fees. — The  matriculation  fee  is  five  dollars  for  all 
students  who  are  candidates  for  a  degree.  In  the  Arts  and 
Science  Department  the  tuition  is  $150,00  per  year;  the  tui- 
tion is  $100.00  per  year  in  the  Law  Department;  the  tuition 
is  $100.00  in  the  Medical  Department  and  there  are  lab- 
oratory fees  also  of  $40.00  for  the  first  year,  $20.00  for  the 
second  and  $12.00  for  the  third;  the  tuition  in  the  Dental 
School  is  $150.00  per  year ;  the  tuition  in  the  Fine  Arts  School 
varies  according  to  the  number  of  courses  and  types  of  work 
undertaken,  in  full  work  the  charges  are  $37.50  to  $48.00  for 
a  term  of  eighteen  weeks  and  the  tuition  in  the  School  of 
Social  Economy  is  $25.00  per  year. 

11.  The  St.  Louis  School  of  Social  Economy. — This 
School  is  affiliated  with  the  University  and  its  Director  and 
Associate  Instructor  in  Sociology  are  teachers  in  the  Univers- 
ity.    The  School  receives  an  annual  appropriation  from  the 


202  HISTORY  OF  EDUCATION. 

Sage  Foundation  and  its  purpose  is  to  train  social  workers 
and  to  make  a  scientific  study  of  social  problems,  particularly 
in  the  City  of  St.  Louis. 

12.  The  Secondary  Schools. — Organized  under  tne  char- 
ter of  the  University  there  are  now  three  secondary  schools, 
Smith  Academy,  Manual  Training  School  and  Mary  Institute. 

(a)  Smith  Academy. — The  School  which  grew  into 
Smith  Academy  was  organized  in  1866.  At  present  it  is 
housed  in  a  good  building  on  Von  Versen  Avenue  and  Winde- 
mere  Way.  It  is  a  boy's  preparatory  School  with  a  separate 
Faculty  and  its  courses  prepare  for  admission  to  any  of  the 
Colleges  and  Universities  of  the  Country. 

(b)  Manual  Training  School. — This  is  conducted  in  a 
building  near  Smith  Academy  and  its  courses,  all  four  years 
in  length,  prepare  for  teclinical  and  industrial  work  and  they 
are  broad  enough  also  to  be  preparatory  for  College  and  Tech- 
nical Schools.  The  School  was  organized  in  1880  and  is  con- 
sidered the  oldest  Manual  Training  School  of  its  type  in  the 
country. 

(c)  Mary  Institute. — This  a  secondary  school  for  girls, 
and  is  housed  in  a  good  building  on  Lake  and  McPherson  Ave- 
nues. The  School  was  first  organized  in  1859  under  the  Prin- 
cipalship  of  E.  D.  Sanborn.  At  present  it  has  its  own  Faculty 
consisting  of  thirty-six  members.  Its  course  covers  ten  years 
and  in  a  general  way  it  prepares  for  "Western  Universities  and 
the  Eastern  Women's  Colleges. 

13.  Chancellors.— Joseiph  Q.  Hoyt,  1858-62;  William 
Chauvenet,  1862-69;  William  G.  Eliot,  1871-87;  Marshall  S. 
Snow  (Acting),  1887-91;  Winfield  S.  Chaplin,  1891-1907; 
Marshall  S.  Snow  (Acting),  1907-08;  and  David  F.  Houston, 
1908 . 


THE    COLLEGE   UNION.  203 

14,  Characterization. — The  University  has  done  much  for 
technical  education  in  the  middle  west.  It  was  the  first  In- 
stitution to  give  large  emphasis  to  Manual  Training  and  many- 
other  technical  lines.  It  proposes  to  continue  its  services  to 
education  by  its  re-organized  Medical  School  and  its  newly 
organized  School  of  Architecture.  Very  early  in  its  history 
it  opened  its  doors  to  women  and  now  they  are  admitted  to  all 
its  Departments. 

(G)     Drury  College: 

1.  Origin  and  Early  History. — The  Springfield  Associa- 
tion of  Congregational  Churches  in  the  spring  of  1872, 
through  a  series  of  resolutions,  offered  by  the  Rev.  Fry,  pastor 
of  the  Congregational  Church  at  Carthage,  observed  the  need 
for  a  higher  institution  of  learning  for  the  Southwest  part  of 
the  State  of  Missouri,  since  no  such  institution  then  existed  in 
that  large  and  important  area  of  the  State. 

A  Committee  was  appointed  to  canvass  the  situation  with 
the  result  that  an  institution  known  as  Springfield  College 
was  located  in  Springfield  in  March,  1873,  Springfield  having 
pledged  $58,000.00  to  secure  the  new  college. 

The  two  men  who  did  most  of  the  preliminary  work  were 
the  Rev.  J.  H.  Harwood,  a  Congregational  Minister,  and  the 
Rev.  N.  J.  Morrison,  who  had  been  President  of  Olivet  CoUege, 
Michigan,  and  who  was  selected  for  the  Presidency  of  the  new 
College. 

In  July,  1873,  on  account  of  the  gift  of  $25,000.00  from 
Mr.  S.  F.  Drury  of  Olivet,  Michigan,  the  name  was  changed 
from  "Springfield  College"  to  "Drury  College."  The  name 
being  chosen  as  a  memorial  for  Mr.  Drury 's  only  son  Albert  F. 
Drury,  who  had  died  a  few  years  before. 

About  the  same  time  Dr.  Morrison  secured  from  other 


204  HISTORY   OF  EDUCATION. 

friends  $25,000.00,  so  that  at  the  organization  of  the  College  it 
had  pledges  and  money  amounting  to  $100,000.00. 

2.  Organization  and  Control. — The  College  was  incorpor- 
ated under  the  General  Statutes  of  the  State  of  Missouri  in 
August,  1873.  Among  the  more  important  provisions  of  the 
Articles  of  Incorporation  the  following  may  be  mentioned: 

(a)  Aims. — The  aim  of  the  Institution  as  stated  by  Arti- 
cle 2  in  the  provisions  of  the  Incorporation  was  to  afford  both 
sexes  ample  facilities  for  instruction  in  the  Arts  and  Sciences 
for  a  liberal  education.  Thus  the  College  was  co-educational 
from  its  organization. 

Another  aim  of  the  Institution  was  to  provide  for  the 
training  of  the  youth  in  "the  high  culture  and  morality  of 
the  Christian  religion". 

(b)  Control. — Originally  the  control  of  the  College  was 
vested  in  a  Board  of  Trustees  composed  of  twelve  members 
with  the  President  who  was  ex-officio  member.  At  first  it  was 
provided  that  at  least  seven  members  of  the  Board  should  be 
connected  with  Congregational  Churches.  However,  in  1885 
the  Constitution  was  amended  so  as  to  include  twenty  members 
in  the  Board  of  Trustees  and  tliis  is  the  form  of  government 
now. 

Article  3  of  the  Constitution  now  provides  that  in  the 
choice  of  Trustees,  Officers  and  Faculty  no  denominational 
test  shall  be  used. 

The  Board  is  a  self  perpetuating  body,  the  term  of  office 
of  the  members  being  four  years. 

(c)  Religious  and  Political  Freedom. — Article  7  of  the 
Constitution  provides  "that  no  religious  or  political  test  as  a 
condition  precedent  to  the  enjoyment  of  all  the  advantages 
afforded  by  Drury  College  for  study  and  instruction  shall 
ever  be  established  or  allowed  by  the  Board  of  Trustees. ' ' 


THE    COLLEGE   UNION.  205 

3.  First  Building. — The  first  building  was  begun  in  Au- 
gust, 1873,  Mr.  Drury  throwing  the  first  shovel  of  dirt  from 
the  basement,  and  by  September  25th  one  room  was  sufficiently 
completed  to  be  used  for  the  opening  of  school.  When  the 
structure  was  completed,  being  a  plain  brick  building,  it  was 
known  as  the  ' '  Preparatory  Building ' '  but  later  it  was  called 
"Library  HaU." 

4.  First  Faculty  and  the  School  Opeiiing. — ^We  have  pre- 
viously mentioned  the  fact  that  Dr.  N.  J.  Morrison  was  the 
first  President.  The  other  members  of  the  Faculty  at  the 
opening  of  the  school  were  George  H.  Ashley  and  Paul  K-oulet. 
The  School  opened  with  thirty-nine  pupils  on  the  first  day. 
It  is  worthy  of  note  that  six  pupils  of  this  thirty-nine  took  the 
full  collegiate  course  and  three  of  them  have  been  members  of 
the  Drury  Faculty. 

5.  Preparatory  Department  and  Model  School. — At  the 
opening  of  the  College  a  Preparatory  Department  was  estab- 
lished; in  fact  for  some  time  this  was  the  most  important  De- 
partment of  the  Institution. 

One  of  the  unique  features  of  the  organization  was  the 
"Model  School"  for  small  children.  This  school  which  was 
used  for  observation  purposes  for  the  pupils  of  the  Normal 
Department  also,  was  continued  at  intervals  till  1881  when  it 
was  abandoned,  being  considered  a  failure. 

6.  Normal  Course. — Very  early  a  Normal  Course  was  in- 
stituted to  prepare  those  who  wanted  to  teach,  but  it  was  never 
very  popular  or  a  real  success  even  though  the  members  of  the 
Faculty  exerted  themselves  to  make  it  so,  consequently  after 
some  time  it  was  abandoned. 

7.  Music  and  Art. — Schools  of  Music  and  Art  were  early 
organized  and  affiliated  with  the  College.  While  they  were 
managed  on  a  popular  basis  they  attracted  many  students, 


206  HISTORY   OF   EDUCATION. 

sometimes  even  more  than  the  College  proper,  but  the  relation 
as  affiliated  schools  proved  unsatisfactory  and  finally  they 
were  made  regular  Departments  of  the  College  in  which  the 
same  standards  of  work  and  efficiency  were  demanded  as  in 
the  other  Departments  of  the  Institution. 

8.  Be-organization. — During  the  year  1878-79  the  Acade- 
my was  re-organized  so  that  its  requirements  were  much  sim- 
ilar to  those  of  the  well  known  Eastern  Academies,  and  at  the 
same  time  the  College  work  was  so  reconstructed  and  elaborated 
as  to  make  it  compare  favorably  with  that  of  the  typical  New 
England  Colleges.  There  were  three  men  who  had  a  very  im- 
portant part  in  this  forAvard  movement  namely,  George  Bur- 
ton Adams,  who  is  now  Professor  of  History  in  Yale  Univer- 
sity, E.  P.  Morris,  now  Professor  of  Latin  in  Williams  College, 
and  E.  M.  Shepard,  who  was  one  of  the  most  influential  mem- 
bers of  the  College  Faculty  till  1908,  when  he  retired  on  an 
annuity  from  the  Carnegie  Foundation, 

9.  Dormitories. — There  are  two  thoroughly  modern  dor- 
mitories operated  by  the  College.  Fairbanks  Hall  erected  in 
1876  at  a  cost  of  $25,000.00,  is  the  Men's  Dormitory.  It  will 
accommodate  about  sixty  men,  the  expense  being  about  four 
dollars  per  week  per  man  in  single  rooms.  McCullagh  Cottage 
erected  in  1894  at  a  cost  of  $25,000.00  is  the  Dormitory  for 
women.  The  expenses  in  this  Hall  are  about  five  dollars  per 
week. 

10.  Statistics. — (a)  Faculty. — The  Faculty  at  present 
consists  of  thirteen  Professors,  two  Associate  Professors,  two 
Assistant  Professors,  eight  Instructors,  three  Assistants,  mak- 
ing a  total  of  twenty-eight  teachers. 

(b)  Students. — For  the  year  1909-10  there  were  enrolled 
one  hundred  eighty-five  students  in  the  College,  two  hundred 


THE   COLLEGE   UNION.  207 

eleven  students  in  the  Conservatory  of  Music,  thirty-seven  in 
the  Art  Department,  one  hundred  sixteen  in  the  Academy. 
After  duplicates  are  deducted  there  were  four  hundred  fifty 
students  enrolled  for  all  Departments. 

(c)  Student  Organizations. — Besides  the  Alumni  there 
are  the  following  Societies  in  the  College:  Young  Men's 
Christian  Association,  Young  Women's  Christian  Association, 
four  Literary  Societies,  "The  Drury  Oratorical  Association" 
for  men,  "The  Lauriferae"  for  women,  "The  Delta  Lambda 
Kappa"  and  "The  Scientific  Society"  both  of  which  admit 
men  and  women. 

(d)  Productive  Endowment. — The  productive  Endow- 
ment of  the  College  is  now  $400,000.00. 

(e)  Library. — There  are  now  thirty  thousand  volumes  in 
the  Library. 

(f)  Graduates. — Including  the  class  of  1909  three  hun- 
dred twenty-two  men  and  women  have  received  diplomas  from 
the  College  proper. 

(g)  Tuition  and  Fees. — The  tuition  for  the  College  is 
$25.00  per  semester  or  $50.00  per  year. 

(h)  Buildings. — The  College  now  has  a  fine  campus  with 
twelve  buildings ;  including  the  equipment  a  conservative  esti- 
mate on  the  plant  is  $300,000.00. 

11.  Characterization. — No  College  in  the  country  has 
stood  more  consistently  for  high  standards  of  scholarship  and 
academic  freedom  than  Drury.  Both  of  these  are  traditional 
and  well  kept  ideals  of  the  institution. 

(H)     Park  College: 

1.  Organization  and  History. — Park  College  was  organ- 
ized in  1875  by  the  Rev.  Jolin  A.  McAfee,  D.  D.,  and  Col. 
George  S.  Park.    It  is  located  in  Parkville,  a  village  overlook- 


208  HISTORY   OF  EDUCATION. 

ing  the  Missouri  River  about  nine  miles  North  of  Kansas  City. 
The  organization  was  in  the  nature  of  an  experiment  at  first, 
but  when  the  first  class  was  graduated  in  1879  it  was  consid- 
ered that  the  experimental  stage  had  been  passed  and  a  Char- 
ter was  secured  which  provided  for  a  Board  of  Trustees.  The 
Constitution  now  provides  that  the  College  shall  be  managed 
by  a  self  perpetuating  Board  of  fourteen  members.  The  Col- 
lege and  Academy,  during  the  first  eleven  years  of  the  Insti- 
tution 's  history,  were  managed  by  Dr.  McAfee  and  Col.  Park. 
In  fact  it  may  be  said  that  they  were  the  dominating  factors 
in  the  school's  growth  and  influence.  However  in  1890  both 
of  them  died  and  since  that  time  Dr.  Lowell  M.  McAfee  has 
been  in  charge  as  Chairman  of  the  Faculty  or  President. 

2.  Objects  of  the  Institution. — The  very  definite  purpose 
of  the  Institution  is  to  provide  a  plan  of  education  for  worthy 
young  men  and  women  who  have  not  the  ready  means  to  secure 
a  College  education  in  the  usual  way. 

3.  Details  of  the  Plan. — A  large  farm  of  twelve  hundred 
acres  is  owned  and  operated  by  the  College.  It  is  located  near 
the  campus  of  the  school  and  is  cultivated  almost  wholly  by 
the  students.  A  dairy  is  operated,  orchards,  gardens,  shops, 
etc.,  are  managed  by  the  students.  The  students  have  also 
erected  many  of  the  buildings  on  the  campus  and  even  now 
no  servants  of  any  kind  are  employed  by  the  Institution,  for 
all  the  work  is  done  by  the  students.  This  does  not  mean  that 
the  School  is  an  "Industrial  Institute"  of  any  kind.  This 
plan  of  the  Institution  is  only  for  the  purpose  that  students 
may  secure  the  intellectual  and  moral  training  offered  by  the 
college,  which  is  thoroughly  cultural,  classical  and  Christian  in 
every  respect.  In  addition  to  the  above  statements  it  seems 
worth  while  to  enumerate  some  of  the  details  of  the  "self-help" 


THE   COLLEGE   UNION.  209 

department  of  the  College,  since  they  have  been  worked  out  so 
thoroughly.  This  department  is  organized  into  families  as 
follows : 

(a)  "Family  No.  2. — Members  of  this  family  pay  sixty  or 
seventy-five  dollars  per  year,  and  work  three  and  one-half 
hours  per  day  if  Academy  students,  and  three  hours  per  day 
if  College.  Those  paying  sixty  dollars  pledge  themselves  to 
remain  here  until  the  first  of  August  next  after  entering, 
working  all  day  during  July.  Those  paying  seventy-five  dol- 
lars give  a  pledge  to  remain  until  the  end  of  the  school  year. 
Those  who  enter  after  the  year  opens  make  payments  in  pro- 
portion to  the  time  remaining  of  the  school  year. ' ' 

(b)  "Family  No.  3. — This  family  is  the  home  of  students 
who  are  financially  unable  to  enter  family  No.  2.  Its  members 
have  all  the  privileges  of  the  other  families.  One-half  day's 
work  is  required  daily  during  the  school  term  and  all  day  from 
commencement  to  August  1st,  the  expiration  of  the  contract. 
All  members  of  this  family  continue  in  it  a  year  or  longer, 
varying  with  the  date  of  entrance.  Because  of  long  work 
hours  women  under  nineteen  years  of  age  will  not  be  admitted 
to  it.  Payment  of  twenty-five  dollars  is  required  before  enter- 
ing the  class  room.  Young  men  work  a  month  if  unable  to 
make  payment  in  money.  Young  women  must  make  payment 
in  money.  Free  use  of  text  books  will  be  allowed,  but  mem- 
bers of  this  family  must  be  regular  in  class  room  duties ;  i.  e., 
they  cannot  recite  with  two  or  more  classes  any  one  terra. 
Students  belonging  to  this  family  at  the  expiration  of  con- 
tracts may,  by  faithfulness,  secure  advancement  to  family  No. 
1  without  the  payment  of  money ;  but  in  this  matter  the  heads 
of  families  will  be  judges,  and  no  promise  of  advancement  is 
made  or  implied  to  any  individual  student.     Continuance  in 

E— 14 


210  HISTORY   OF   EDUCATION. 

No.  3  after  tlie  expiration  of  the  contract  may  be  granted  but 
the  contract  must  be  renewed  and  the  fee  paid." 

(c)  "Family  No.  4. — This  family  is  organized  for  the 
students  who  are  irregular  in  class  room  duties  and  desire  to 
recite  both  morning  and  afternoon.  Payment  of  one  hundred 
dollars  per  annum  is  required.  The  first  payment  is  fifty  dol- 
lars. ' '  The  other  payments  are  made  in  equal  installments  in 
December  and  March  and  in  a  general  way  the  members  of 
this  family  must  meet  the  conditions  as  provided  for  in  the 
contract  for  those  in  Family  No.  2. 

(d)  "Family  No.  5. — This  family  is  limited  to  fourteen 
young  women  and  twenty  young  men.  Payments  of  one  hun- 
dred fifty  dollars  per  annum  are  required  and  made  as  fol- 
lows: September  1st,  sixty  dollars;  December  1st,  fifty  dol- 
lars; March  1st,  forty  dollars.  Members  of  this  family  work 
two  hours  a  day.  They  may  recite  both  parts  of  the  day, 
morning  and  afternoon,  if  the  time  of  the  desired  recitation  be 
so  chosen  that  two  consecutive  hours  are  given  to  the  work 
period.  In  all  other  respects  the  conditions  are  similar  to 
those  of  No.  2." 

(e)  "Family  No.  1. — Money  cannot  buy  a  place  in  this 
family;  nor  can  a  new  student  enter  it.  It  is  for  those  who, 
having  successfully  passed  their  trials  in  one  of  the  other 
families,  have  not  the  means  to  pay  for  an  education.  Written 
contract  is  made  to  remain  until  graduation.  Text  books  will 
be  provided  for  such  students.  Members  of  this  family,  if 
Academy  students,  work  three  and  one-half  hours  per  day; 
if  College  students  three  hours  per  day.  Vacation  begins 
about  one  week  after  commencement,  the  last  Thursday  in 
June  and  ends  about  the  first  of  August.  The  definite  date 
is  published  each  year." 


THE    COLLEGE   UNION.  211 

(f)  Admission  and  the  Contract. — Only  students  who  have 
passed  their  sixteenth  birthday,  have  had  two  years'  study  in 
a  classical  High  School  course,  who  have  no  ordinary  means  to 
meet  the  expenses  of  a  College  education,  who  will  refrain 
from  the  use  of  tobacco,  liquor,  cards,  profane  and  vulgar  lan- 
guage and  those  who  are  willing  to  study  the  Bible  daily  and 
attend  the  daily  prayer  services,  participati^ng  in  the  singing 
and  reading  of  the  Bible,  are  admitted. 

Each  student  on  entering  any  of  the  above  named  families 
enters  into  a  definite  contract  to  be  a  faithful  student  and 
worker  and  to  observe  and  obey  all  the  requirements  of  the 
college  and  family.  Moreover  there  is  a  definite  promise  to 
meet  the  financial  obligations  imposed  by  the  contract. 

4.  Statistics. — (a)  Faculty. — At  present  the  Faculty 
numbers  twenty-four  members. 

(h)  Students.— For  the  year  1909-10  the  Collegiate  De- 
partment enrolled  one  hundred  eighty-five  students,  the  Acade- 
my one  hundred  ninety-one  and  the  Music  Department  twen- 
ty, not  included  in  the  above  numbers,  making  a  grand  total 
of  three  hundred  ninety-six  students  in  all  departments. 

(c)  Student  Organizations. — The  student  organizations 
are  "The  Mission  Study  Class,"  "The  Student  Volunteer 
Band,"  "The  Literary  Society,"  "The  Oratorical  Associa- 
tio,"  "The  Men's  Glee  Club,"  "The  Choir,"  "The  Park  Law- 
rence Band"  and  "The  Orchestra." 

(d)  Value  of  Plant. — The  value  of  the  plant,  including 
buildings,  grounds,  library,  etc.,  is  $482,050.00. 

(e)  Library. — The  Librarj^  consists  of  sixteen  thousand 
volumes. 

(f)  Graduates. — Since  the  organization  of  the  College 
seven  hundred  thirty-one  diplomas  have  been  issued  from  the 
College  Department. 


212  HISTORY   OF   EDUCATION. 


• 


(g)  Tuition  and  Fees. — The  tuition  and  fees  of  students 
not  included  in  the  various  families  varies  from  thirty  to  forty 
dollars  per  year. 

(h)  Buildings. — The  Institution  has  nine  buildings  be- 
sides the  six  large  cottages  which  are  used  as  dormitories  for 
the  students,  two  being  occupied  by  the  men  and  four  by  the 
women.  The  College  also  owns  nine  cottages  which  are  oc- 
cupied by  the  President  and  the  Faculty. 

5.  Characterization. — The  very  unique  thing  about  the 
College  is  the  ' '  self  help  plan ' '  which  enables  young  men  and 
young  women  to  secure  a  thorough  College  education  under 
the  best  possible  influences  when  their  means  would  not  allow 
them  to  attend  the  ordinary  college. 

(I)     Tarkio  College : 

1.  History  of  the  Organization. — The  Rev.  S.  C.  Mar- 
shall, who  was  President  of  Amity  College,  Iowa,  was  called 
to  Tarkio  early  in  1883  for  the  purpose  of  conferring  with 
some  prominent  citizens  of  Tarkio  relative  to  the  organiza- 
tion of  the  College. 

The  result  of  this  conference  was  that  an  Article  of  Agree- 
ment was  made  for  the  organization  of  the  School.  The  fol- 
lowing men  constituted  a  Board  of  Managers:  Messrs,  D. 
Rankin,  W.  A.  Rankin,  R.  H.  Barnes,  E.  F.  Rankin,  W.  F. 
Rankin,  John  A.  Rankin,  W.  0.  Miller,  R.  M.  Stevenson,  John 
P.  Stevenson,  S.  H.  Prather  and  J.  F.  Hanna. 

This  Board  guaranteed  the  salary  of  the  President  and 
Faculty  and  provided  a  suitable  building  and  other  things 
necessary  to  begin  the  school  Avork. 

The  Rev.  Marshall  was  chosen  President  and  a  Faculty 
of  seven  other  Professors  and  Instructors  was  elected  to  teach 
in  the  new  school  which  was  named,  ' '  The  Tarkio  Valley  Col- 


THE    COLLEGE   UNION.  213 

lege  and  Normal  Institute."  The  school  was  co-educational 
and  was  managed  by  the  above  mentioned  Board  for  one  year 
1883-84,  and  was  then  transferred  to  the  College  Spring  Pres- 
bytery of  the  United  Presbyterian  Church. 

One  of  the  important  conditions  of  the  transfer  was  that 
the  citizens  of  Tarkio  should  raise  $20,000.00  and  the  Church 
$10,000.00  before  1887.  The  endowment  was  raised  according 
to  the  agreement  and  the  same  constituted  the  initial  perma- 
nent endowment  for  the  College. 

2.  Charter  Secured. — A  charter  was  secured  in  1885  by 
the  College  Spring  Presbytery  in  co-operation  with  the  Synod 
of  Kansas  of  the  United  Presbyterian  Church  and  a  local  com- 
mittee.  The  Institution  was  named  "Tarkio  College"  in  the 
Charter.  In  1885  the  Synod  of  Iowa  of  the  United  Presby- 
terian Church  took  the  place  of  the  College  Springs  Presby- 
tery in  the  control  of  the  Institution  and  in  1887  the  Synod  of 
Nebraska  of  the  United  Presbyterian  Church  was  granted  a 
share  in  the  control  of  the  College.  However  in  1889  the 
Synod  of  Kansas  withdrew  from  the  control  of  the  College  on 
account  of  the  fact  that  a  new  College  had  been  established 
within  its  own  territory. 

3.  Present  Control. — At  present  the  control  of  the  Col- 
lege is  vested  in  a  Board  of  Directors  numbering  thirteen. 
Four  from  the  Synod  of  Nebraska,  six  from  the  Synod  of 
Iowa,  in  both  cases  of  the  United  Presbyterian  Church,  and 
also  three  members  elected  by  the  Board  itself  from  Atchison 
County. 

There  is  also  a  "Women's  Advisory  Board  consisting  of 
seven  members,  however  they  do  not  have  any  legal  share  in 
the  control  of  the  Institution. 

4.  Neiv  President. — Dr.  Marshall  served  the  college  till 


214  HISTORY   OF  EDUCATION. 

1887  when  failing  health  compelled  him  to  resign  and  the 
Rev.  J.  A.  Thompson  was  chosen  to  succeed  him.  Dr.  Thomp- 
son began  his  Presidency  in  June,  1887,  and  is  still  in  that 
position,  being  the  oldest  in  service  of  any  of  the  Presidents 
in  the  Union. 

5.  First  Building. — The  College  first  used  a  building 
which  had  been  erected  for  a  Court  House  of  Atchison  County, 
but  the  County  had  refused  to  accept  the  building.  This 
building  was  destroyed  by  fire  in  January,  1892,  and  at  once 
a  much  better  building  was  erected  on  the  present  site,  now 
known  as  the  main  building.  Near  the  old  Court  House  two 
dormitories  have  been  erected,  one  for  men  in  1885  and  one 
for  women  in  1888. 

6.  Present  Buildings. — The  College  now  has  the  main 
building,  which  contains  the  College  office,  Chapel,  recitation 
rooms,  Library,  Laboratories  and  Society  Halls. 

Marshall  Hall  is  the  Dormitory  for  young  women,  which 
will  accommodate  eighty  women.  There  is  also  a  new  dormi- 
tory for  men,  which  will  accommodate  eighty  persons. 

7.  Present  Organization. — At  present  the  Institution  has 
the  College  proper,  a  Preparatory  Department,  a  Commercial 
Department  and  the  Music  Department. 

8.  Statistics. — (a)  Faculty. — The  Faculty  now  numbers 
twenty-six  Professors  and  Instructors. 

(h)  Students. — During  the  year  1909-10  there  were  en- 
rolled three  hundred  thirty  students  in  the  various  depart- 
ments of  the  Institution.  In  the  College  proper  thei*e  were 
ninety-five  students,  in  the  Preparatory  Department  sixty,  in 
the  Commercial  Department  ninety-two  and  in  the  IMusic  De- 
partment one  hundred  fifty-eight. 

(c)  Student  Organizations. — The  students  have  "The 
Ciceronian,"  ''Athenian,"  "Forum"  and  " Kappagathean " 


THE    COLLEGE   UNION.  215 

Literary  Societies;  "The  Chemical  Club,"  "Young  Men's 
Christian  Association"  and  "The  Young  Women's  Christian 
Association,"  and  there  is  also  a  general  Alumni  Association 
composed  of  all  the  classical,  scientific,  literary,  normal  and 
musical  graduates  of  the  College. 

The  Musical  Department  has  Glee  Clubs  for  both  men 
and  women,  the  College  Orchestra  and  the  Oratorio  Society. 

(d)  Graduates. — There  have  been  two  hundred  sixty-six 
graduates  of  the  College  proper  and  thirty-nine  from  the  Nor- 
mal and  Music  Departments  since  the  organization  of  the  In- 
stitution. 

(e)  Total  Attendance. — The  total  attendance  since  the 
organization  of  the  College  has  been  2,524. 

(f)  Plant  and  Endowment. — The  value  of  the  property 
and  endowment  of  the  College  combined  is  now  estimated  to 
be  $326,515.62.  A  very  large  share  of  this  sum  has  come  to  the 
Institution  through  the  generosity  of  the  Hon.  David  Rankin 
of  Tarkio. 

(g)  Library. — The  Library  now  has  three  thousand  one 
hundred  seven  volumes. 

(h)  Tuition  of  Fees. — The  tuition  and  fees  for  the  Col- 
lege proper  is  thirty-five  dollars  per  year  and  in  the  Coimner- 
cial  Department  it  is  fifty  dollars  per  year. 

9.  Characterization. — This  is  one  of  the  newer  Colleges 
of  the  Union,  which  is  growing  in  influence  and  efficiency  in 
every  Department.    It  has  the  true  college  spirit. 

(J)     Missouri  Valley  College: 

1.  History  of  the  Organization. — The  College  was  the  out- 
growth of  a  desire  on  the  part  of  the  Cumberland  Presbyterian 
Church  to  have  a  College  to  take  the  place  of  the  old  McGee 
College  which  had  been  closed  in  the  early  seventies.    This  de- 


216  HISTORY   OF   EDUCATION. 

sire  caused  the  Synod  of  Missouri  of  that  Church  to  undertake 
the  work  of  securing  an  endowment  for  the  Institution.  As 
early  as  1874  the  Synod  elected  members  of  an  education  com- 
mission whose  business  it  was  to  secure  funds  for  the  Institu- 
tion. It  was  agreed  that  the  College  would  not  be  opened  until 
a  permanent  endowment  of  $100,000.00  should  be  raised.  Rev. 
J.  H.  Houx  was  made  President  of  the  Commission,  and  it  was 
very  largely  through  his  efforts  and  leadership  that  the  endow- 
ment was  finally  secured. 

2.  Charter  Ohtained. — In  September,  1881,  the  Commis- 
sion secured  a  Charter  for  the  organization  of  the  new  col- 
lege, but  the  Institution  was  not  opened  until  September,  1889, 
for  the  reason  that  the  endowment  was  not  secured  until  about 
that  time. 

3.  Location. — An  offer,  made  by  Sedalia  in  1887  to  com- 
plete the  endowment  fund  on  certain  conditions,  brought  the 
matter  of  locating  the  College  to  a  crisis.  Finally  the  Com- 
mission met  to  consider  Sedalia 's  proposition  and  it  was 
thought  best  to  open  up  the  whole  matter  for  bids  for  the 
new  College,  ninety  days  being  allowed  in  which  to  receive 
bids.  After  the  bids  had  been  made  the  Commission  met  and 
finally  decided  that,  all  things  considered,  Marshall,  located  in 
Saline  County,  had  made  the  best  proposition,  consequently 
the  new  Institution  was  located  in  that  town,  and  the  College 
named  "Missouri  Valley." 

4.  Board  of  Trustees  Organized. — The  Synods  elected  a 
Board  of  Trustees  made  up  of  thirteen  members,  which  held 
its  first  meeting  in  June,  1888,  at  which  time  the  Rev.  E.  D. 
Pearson,  D.  D.,  LL.  D.,  was  chosen  President.  Thus  after 
fourteen  years  the  school  was  ready  to  begin  its  organization. 

5.  First  Faculty. — The  first  Faculty  was  composed  of 
seven  members.    No  President  having  been  chosen,  A.  J.  Mc- 


THE   COLLEGE   UNION.  217 

Glumpliy,  D.  D.,  LL.  D.,  was  made  cliairman  of  the  Faculty 
and  Mr.  W.  E.  Grube  was  chosen  Principal  of  the  Academy. 

6.  Securing  a  President. — Some  difficulty  was  experi- 
enced in  securing  a  President.  During  the  summer  of  1889, 
Dr.  George  L.  Orsborne  who  was  President  of  the  Warrensburg 
State  Normal,  was  elected  President  but  he  declined.  Some 
time  later  Dr.  "W.  H.  Black,  who  was  then  Pastor  of  the  Lucas 
Avenue  Cumberland  Presbyterian  Church  in  St.  Louis,  was 
chosen  President,  but  he  declined.  In  February,  1890,  Dr. 
Black  was  elected  again  and  accepted,  entering  upon  his  duties 
as  President  April  1,  1890,  and  he  has  been  President  of  the 
Institution  continuously  since  that  time. 

7.  Present  Organization. — As  soon  as  Dr.  Black  became 
President  the  school  underwent  a  re-organization  and  was 
made  to  include  the  following  departments :  the  College  prop- 
er; the  Academy  and  the  School  of  Music. 

8.  Buildings. — The  school  now  has  the  main  building,  the 
dormitory  which  was  built  in  1895,  which  was  afterwards 
named  "Birkhead  Dormitory"  and  accommodates  forty-eight 
men,  and  the  "Stewart  Chapel"  which  was  recently  erected 
by  the  Hon.  A.  C.  Stewart  of  St.  Louis. 

9.  Statistics. — (a)  Faculty. — The  Faculty  at  present  con- 
sists of  eighteen  Professors  and  Instructors. 

(d)  Students. — The  Institution  enrolled  two  hundred 
nineteen  students  for  the  year  1909-1910.  This  number  is 
slightly  less  than  for  some  other  years,  due  no  doubt  to  the 
problems  growing  out  of  the  union  of  the  two  Presbyterian 
Churches. 

(c)  Student  Organizations. — There  are  three  literary  so- 
cieties for  the  students,  The  Pearsonian,  The  Houxonian  and 
The  Bairdean.  The  societies  are  composed  of  both  sexes  and 
each  regular  student  in  the  institution  is  expected  to  be  a 


218  HISTORY   OF  EDUCATION. 

member  of  one  of  them.  The  institution  also  maintains  a 
Young  Men's  Christian  Association  and  a  Young  Women's 
Christian  Association. 

(d)  Graduates. — ^Since  the  foundation  of  the  institution 
it  has  granted  two  hundred  fourteen  diplomas. 

(e)  Attendance. — Since  the  organization  of  the  College 
it  has  enrolled  five  thousand  and  thirty-one  students. 

(f)  Library. — The  libraries  now  consist  of  fourteen  thou- 
sand volumes. 

(g)  Endowment. — The  permanent  endowment  of  the  Col- 
lege is  $186,385.19. 

(h)  Value  of  the  Plant. — The  present  value  of  the  school 
plant,  including  buildings,  grounds,  libraries  and  laboratories, 
is  $225,083.76. 

(i)  Tuition  and  Fees. — The  tuition  in  the  Academy  is 
$9.00  a  quarter  and  $12.50  in  the  College.  Each  student  also 
pays  an  incidental  fee  of  $5.00  a  quarter.  There  are  special 
fees  for  some  of  the  Sciences. 

10.  Characterization. — Since  its  organization  it  has  main- 
tained a  high  Academic  and  religious  standard  for  its  stu- 
dents. Special  emphasis  has  been  given  to  Bible  study  and 
many  young  men  have  received  their  preliminary  training  in 
the  Institution  for  the  Ministry  and  other  religious  work. 


CHAPTER  VII. 

CITY  SYSTEMS. 


1.  ST.  LOUIS: 

(A)  Territorial  History. — 1.  Organization. — ^We  have 
already  mentioned  the  fact  in  the  Chapter  on  Elementary 
Schools  that  the  Territorial  Legislature  passed  an  Act  in  1817 
entitled,  "An  Act  to  Incorporate  the  Board  of  Trustees  for 
Superintending  Schools  in  the  To\Yn  of  St.  Louis."  The  Act 
named  the  first  Board  of  Trustees  as  follows :  General  "Wil- 
liam Clark,  William  Carr,  Colonel  Thomas  H.  Benton,  Ber- 
nard Pratte,  Auguste  Chouteau,  Alexander  McNair  and  John 
P.  Cabane.  On  April  the  4th,  1817,  the  Board  met  in  the 
Governor's  office  in  St.  Louis  and  organized,  electing  Governor 
Clark  as  President  and  Thomas  H.  Benton  was  chosen  Secre- 
tary. 

(a)  Powers  and  Duties  of  the  Board. — The  Board  was 
authorized  to  hold  real  estate;  rent  and  dispose  of  the  school 
lands  and  other  property;  employ  teachers;  make  the  neces- 
sary rules  and  regulations  for  the  government  and  manage- 
ment of  the  school  and  they  were  enjoined  not  to  show  any 
religious  preferences  in  the  selection  of  teachers  or  allow  any 
sectarian  instruction  in  the  schools. 

2.  Lands  Granted. — As  soon  as  the  Board  was  organized, 
the  District  was  granted  a  large  tract  of  land  from  the  public 

219 


220  HISTORY   OF  EDUCATION. 

lands  or  "Commons"  situated  in  and  near  St.  Louis.  Some 
of  these  lands  were  very  soon  sold,  but  at  sueli  a  small  rate 
that  only  $15,000.00  was  realized  from  the  sale.  After  a  long 
period  of  litigation,  in  all  about  twenty  years,  some  $400,- 
000.00  came  from  Congress,  though  only  after  an  expenditure 
of  a  large  sum  of  money  approximating  $50,000.00.  The 
Board  had  much  trouble  trying  to  find  a  satisfactory  means 
of  investment  for  the  District  funds.  These  funds  were 
handled  in  such  a  way  that  only  very  small  sums  came  from 
them ;  indeed,  some  of  the  principal  was  lost  at  different  times 
through  poor  management;  however,  in  this  particular  the 
City  of  St.  Louis  was  acting  in  about  the  same  manner  as  the 
State  and  Counties  in  the  handling  of  school  funds.  At  any 
rate,  this  source  of  revenue  was  wholly  inadequate  to  support 
the  schools. 

(B)  Schools  Re-organized. — In  1833,  the  Legislature 
passed  an  Act  which  made  provision  for  the  re-organization  of 
the  schools.  One  of  the  most  important  things  in  this  revision 
was  that  the  Board  of  Trustees  was  to  be  elected,  two  members 
from  each  ward.  At  this  time  there  were  three  wards  in  the 
City,  consequently  the  Board  consisted  of  six  members.  It 
may  be  noted  that  the  ward  system,  whicli  is  here  inaugurated, 
was  used  with  only  a  few  modifications  at  different  times  till 
1897,  when  the  present  plan  of  electing  the  Board  of  Educa- 
tion at  large  was  provided  by  the  State  Legislature. 

(C)  Means  of  Support  Prior  to  the  Civil  War. — 1.  In- 
terest on  District  Funds. — We  have  already  noted,  that  the 
District  had  a  special  fund  which  was  derived  from  the  sale 
of  its  public  lands;  however,  this  fund  was  very  small  and 
yielded  only  a  very  insignificant  revenue  varying  from  three 
to  five  hundred  dollars  per  year. 


CITY  SYSTEMS.  221 

2.  Fees  Charged. — From  the  organization  of  the  schools 
till  1849,  tuition  was  charged,  the  fees  varying  at  different 
times,  fl-om  fifty  cents  to  two  dollars  and  fifty  cents  per  quar- 
ter for  each  pupil.  When  the  Board  abolished  these  fees,  the 
act  precipitated  a  most  bitter  discussion  in  the  St.  Louis  news- 
papers and  the  Board  received  a  most  violent  condemnation 
from  many  sources.  One  newspaper  said  ' '  That  the  act  would 
open  the  schools  to  the  lowest  classes  of  the  community,  who 
would  take  possession  of  them,  and  drive  out  the  better  classes 
and  degrade  the  schools  so  that  they  would  not  be  more  re- 
spectable than  the  'ragged  schools'  of  European  cities."  In 
reply  to  the  above  argument  it  was  said  "The  system  of  fees 
divided  the  scliools  into  two  parties,  'the  paying  and  non-pay- 
ing,' creating  invidious  distinctions,  bickerings  and  heart- 
burnings between  pupils.  The  former  claiming  privileges  be- 
cause they  had  paid,  which  they  denied  to  those  who  had  not 
paid."  It  should  be  noted  in  this  connection  that  the  rules 
of  the  Board  always  made  provision  for  the  attendance  of 
the  children  of  very  poor  parents;  however,  it  was  necessary 
for  the  parent  to  appear  before  the  Board  and  make  a  very 
definite  statement  that  he  was  not  able  to  pay  the  fees.  Of 
course  this  was  a  very  degrading  and  humiliating  proceeding 
and  was  the  occasion  of  much  friction  and  dissatisfaction. 
The  above  situation  is  presented  to  show  that  the  problem  of 
making  the  schools  actually  free  was  one  which  occasioned  a 
great  deal  of  very  earnest  discussion.  Of  course  we  know  that 
the  free  school  idea  had  to  be  developed.  It  might  be  said,  too, 
that  this  situation  is  fully  as  true  for  the  whole  state  as  for 
the  city  of  St.  Louis;  in  fact,  this  discussion  is  a  typical  one 
so  far  as  the  problem  is  concerned  with  reference  to  the  whole 
state. 


222  HISTORY   OF   EDUCATION. 

3.  Poll  Tax  Levied. — In  1849  when  tlie  Board  abolished 
the  fees  above  mentioned  it  i:)rovided  for  a  poll  tax  of  one  per 
cent.  Of  course  this  was  a  direct  tax,  and  while  much  objec- 
tion was  made  to  it  at  the  time,  it  was  a  good  means  of  raising 
revenue.  In  1&50,  its  first  year,  $18,432.00  came  from  the  tax 
and  in  1854  it  had  grown  to  be  $28,000.00. 

(D)  Construction  of  School  Houses. — No  school  houses 
were  owned  by  the  School  District  till  after  1837,  when  the 
contracts  were  made  for  the  erection  of  two  school  buildings 
to  be  known  as  the  North  and  South  schools.  Prior  to  this 
time  the  Board  had  used  rented  buildings.  The  contracts  for 
these  new  school  houses  called  for  two  brick  buildings,  each 
two  stories  high,  and  they  were  to  cost  $3,170.00  each.  The 
North  School  was  very  soon  abandoned  on  account  of  its  near- 
ness to  the  market,  but  the  South  School  site  is  still  owned  by 
the  City  System.  In  1838  the  Board  dropped  the  names 
North  and  South  and  called  the  South  School  No.  1  and  the 
North  School  No.  2.  School  No.  3  was  opened  in  the  west  part 
of  the  city  in  1842. 

(E)  Opening  of  the  Schools. — School  No.  1,  which  was 
first  known  as  the  South  School,  was  opened  the  first  Monday 
in  April,  1838.  It  might  be  said  that  this  was  the  first  real 
public  school  in  the  city;  however,  it  should  be  remembered 
that  the  fee  system  still  prevailed  when  this  school  was 
opened.  Mr.  Edward  Leavy  was  the  first  male  Principal  of 
the  school  and  Miss  Sarah  Hardy  was  the  first  female  Princi- 
pal. 

(F)  First  Course  of  Study. — The  first  course  of  study 
available  is  found  in  the  printed  report  of  Superintendent 
Charles  A.  Putnam,  made  in  the  year  1854.  He  reported  that 
the  city  had  one  of  the  best  organized  and  best  graded  systems 


CITY  SYSTEMS.  223 

in  the  country.  The  course  of  study  at  that  time  consisted  of 
Arithmetic,  Grammar,  Reading,  Rhetoric,  Punctuation,  Geo- 
graphy, Writing  and  Vocal  Music.  These  seemed  to  be  re- 
quired studies,  but  he  mentioned  EngUsh  Composition,  Alge- 
bra, Physiology,  Declamation  and  Maps  as  being  subjects 
studied  by  some  of  the  pupils. 

(G)  Early  Salaries. — It  is  interesting  to  note  the  salaries 
paid  soon  after  the  schools  were  organized.  In  1840,  a  male 
principal  received  $900.00  per  year,  a  female  principal  $500.00 
per  year  and  assistants  $250.00  per  year.  These  salaries 
turned  out  to  be  too  high,  consequently  in  1842,  they  are  re- 
duced as  follows:  male  principal  $600.00;  female  principal 
$360.00  and  assistants  $250.00. 

(H)  High  Schools. — The  first  high  school  was  established 
in  the  year  1852-3.  The  first  instruction  was  begun  in  Feb- 
ruary, 1853.  We  have  already  discussed  this  High  School  in 
some  detail  in  our  Chapter  on  Secondary  Schools,  consequent- 
ly there  is  no  need  to  repeat  those  facts  here.  The  Central 
High  School  was  built  in  1893,  the  McKinley  High  School  in 
1903,  the  Yeatman  High  School  in  1904  and  the  Soldan  was 
finished  in  1910.  These  schools  are  for  white  children;  the 
Sumner  High  School,  for  colored  children,  was  first  erected  in 
1859  but  a  new  building  was  finished  in  1910. 

(I)  Normal  Instruction. — Superintendent  Putnam  in  his 
first  report,  which  was  issued  in  July,  1854,  urged  very  strong- 
ly the  need  of  Normal  instruction  to  train  teachers  for  the 
city  system.  As  an  argument  for  the  establishment  of  Normal 
training  he  recited  the  fact  that  New  York,  Boston  and  Phila- 
delphia had  such  training  schools.  He  said  that  it  was  im- 
possible for  the  city  to  run  its  system  of  schools  with  economy 
and  efficiency  unless  it  could  have  a  good  supply  of  well 


224  HISTORY  OF  EDUCATION. 

trained  teachers.  At  this  time  there  were  seventy-two  teach- 
ers in  the  city  system,  and  it  was  next  to  impossible  to  secure 
trained  teachers  when  vacancies  occurred.  As  a  result  of  his 
arguments  Normal  classes  were  organized  in  the  fall  of  1854. 
Thirty-six  students  were  enrolled  in  these  classes  and  they 
studied  Reading,  "Written  and  Mental  Arithmetic,  and  Gram- 
mar. They  were  required  to  spend  some  time  in  the  observa- 
tion of  teaching  in  some  of  the  city's  best  grammar  schools. 
When  the  new  High  School  was  completed  the  Normal  Instruc- 
tion Department  was  inaugurated  in  connection  with  this  High 
School.  For  many  years  the  Principal  of  the  Central  High 
School  was  also  Principal  of  the  Normal  Department.  Both 
Superintendents  Harris  and  Soldan  had  much  to  do  with  em- 
phasizing Normal  Instiniction  in  this  way.  It  may  be  said 
that  the  Normal  School  Instruction  as  presented  above  did 
much  to  supplj^  the  system  with  desirable  teachers,  but  the 
plan  was  not  wholly  successful  and  the  Normal  was  finally 
abolished  during  Superintendent  Soldan 's  administration; 
however,  it  should  be  noted  that  all  of  this  history,  probably, 
should  be  considered  as  the  background  for  the  organization 
of  the  present  magnificent  Teachers'  College,  which  was  or- 
ganized in  1904  with  Dr.  Withers  as  its  Principal.  Without 
any  question  it  may  be  stated  that  this  is  the  best  organized 
and  best  equipped  Teachers'  College  in  connection  with  a  city 
system  in  the  whole  country.  It  seems  entirely  possible  that 
this  College  will  solve  the  problem  of  securing  for  St.  Louis 
at  least  enough  trained  teachers  for  the  district  schools  of  the 
city. 

(J)  Present  Organization. — 1.  Board  of  Education. — 
The  ward  system  of  control  proved  to  be  very  unsatisfactory 
and  after  some  agitation,  a  bill  was  presented  to  the  Missouri 


CITY  SYSTEMS.  225 

'Legislature  wliich  was  known  as  the  ''Civic  Federation  Bill." 
With  slight  amendments  the  Legislature  on  March  23,  1897, 
passed  this  bill  with  an  emergency  clause,  which  made  it  go 
into  effect  May  31st,  1897,  at  which  time  a  new  Board  was 
organized  consisting  of  twelve  members.  With  very  slight 
change  since  that  time  the  system  has  been  under  this  Board 
of  Education.  The  members  of  this  Board  are  elected,  at 
large,  for  a  period  of  six  years  and  it  is  completely  non-parti- 
san. For  purposes  of  administration  the  Board  is  divided  into 
four  committees  each  consisting  of  three  members,  as  follows : 
(a)  Committee  on  Instruction,  (b)  Committee  on  School 
Buildings,  (c)  Committee  on  Finance  and  (d)  Committee  on 
Auditing  and  Supplies. 

(a)  Officers  of  the  Board. — The  Committees  mentioned 
above  represent  the  working  organization  of  the  Board  but  its 
list  of  officers  includes  a  President,  Vice-President,  Secretary 
and  Treasurer,  Auditor,  Superintendent  of  Instruction,  four 
Assistant  Superintendents  of  Instruction,  an  Attorney,  Sup- 
ply Commissioner,  Commissioner  of  Buildings,  Chief  Engineer 
and  Superintendent  of  Construction  and  Repairs. 

(b)  Supervision  of  Instruction. — While  the  supervision 
of  instruction  is  vested  in  the  Committee  on  Instruction  the- 
oretically, actually  that  function  is  performed  by  the  Super- 
intendent of  Instruction,  whose  term  of  office  is  four  years, 
the  Assistant  Superintendents,  the  Special  SupervisoTs,  the 
District  School  Principals  and  the  Supervisor  of  Hygiene. 

(c)  Departments. — The  system  as  now  organized  includes 
Kindergartens,  District  or  Elementary  Schools,  High  Schools, 
the  Teacher's  College,  Evening  Schools,  Vocational  Schools, 
the  Industrial  School,  the  Department  of  Compulsory  Attend- 


E— 15 


226  HISTORY  OF  EDUCATION. 

ance  and  Special  Schools  for  sub-normal  children  and  a  school 
for  deaf  children. 

(d)  Free  Text  Books  and  Supplies. — For  many  years  the 
Board  of  Education  supplied  free  text-books  for  the  first  four 
grades  in  the  elementary  schools;  later  this  was  extended  to 
include  all  of  the  grades  of  the  elementary  schools,  and  at 
present  the  Board  supplies  all  text  books  and  necessary  ma- 
terial for  all  children  in  both  elementary  and  high  schools. 

2.  Maintenance  of  Schools. — The  schools  are  now  sup- 
ported from  moneys  derived  from  a  direct  tax  of  sixty  cents 
on  the  hundred  dollars  assessed  valuation;  from  money  de- 
rived from  the  State  apportionment  made  by  the  State  Super- 
intendent and  from  interest  on  the  permanent  funds  of  the 
district,  which  funds  amount  to  about  $575,000.00  at  present. 
The  Board  of  Education  has  absolute  control  over  the  man- 
agement of  all  these  funds  and  it  is  in  no  way  responsible 
to  the  municipal  government  of  the  City  of  St.  Louis,  since 
the  Board  is  organized  directly  under  a  charter  granted  by 
the  State.  The  above  revenues  are  sufficient  to  meet  all  the 
needs  of  the  city  in  the  matter  of  paying  teachers '  salaries,  the 
construction  of  school  buildings,  etc.  The  school  system  has 
no  bonded  indebtedness. 

(K)   STATISTICS: 

1.  Teachers'  Salaries. — (a)  Teachers'  College. — The 
Principal  of  the  Teachers'  College  receives  $4,500.00  per  year; 
the  Head  Assistant  receives  $2,150.00  for  the  first  year  with 
a  regularly  yearly  increase  up  to  $3,000.00  for  the  seventh 
year;  first  Assistants  begin  at  $2,000.00  and  increase  $100.00 
a  year  to  the  third  year,  and  fifth  Assistants  receive  $1,000.00 
for  the  first  year. 


CITY  SYSTEMS.  22? 

(h)  High  Schools.— mg\\  School  Principals  receive 
$3,500.00  for  the  first  year  with  a  regularly  yearly  increase  of 
$100.00  per  year  for  six  years;  Assistant  Principals  begin 
at  $2,200,000  and  increase  yearly  to  the  fourth  year  when 
they  receive  $2,576.00;  the  Head  Assistants  in  High  Schools 
begin  at  $2,000.00  and  receive  $2,180.00  the  fourth  year;  first 
Assistants  begin  at  $1,500.00  and  increase  to  $1,980.00  by  the 
fifth  year;  an  exception  is  made  in  the  case  of  the  Principal 
of  the  Sumner  High  School  who  begins  at  $2,150.00  and 
reaches  a  maximum  of  $3,000.00  at  the  seventh  year. 

(c)  District  Schools.— The  Principals  of  Class  A  (18  or 
more  assistants)  begin  at  $2,150.00  and  they  receive  $3,000.00 
in  the  seventh  year  of  service;  Principals  of  B  Class  Schools 
(with  14  to  17  assistants)  begin  at  $1,800.00  and  increase  to 
$2,500.00  in  the  seventh  year;  the  schools  are  graded  on  down 
to  Class  C  (1  or  2  assistants)  Principals  in  such  schools  begin 
at  $700.00  and  may  reach  $1,000.00  in  the  sixth  year.  Head 
Assistants  in  District  Schools  receive  $976.00  for  the  first  year 
and  increase  to  $1,100.00  for  the  third  year;  first  Assistants 
begin  at  $860.00  and  increase  to  $920.00  the  third  year;  second 
Assistants  begin  at  $560.00  and  increase  to  $840.00  the  fifth 
year. 

(d)  Kindergartens.— The  Supervisor  and  Normal  In- 
structor begins  at  $2,300.00  and  receives  $2,500.00  in  the  third 
year;  the  first  Normal  Instructor  begins  with  $880.00  and  re- 
ceives $1,000.00  the  third  year. 

(e)  Miscellaneous.— The  Principal  of  the  Deaf  Mute 
School  receives  $1,200.00  for  the  first  year  and  $1,300.00  for 
the  third  year;  the  Supervisor  of  the  Schools  for  sub-normals 
receives  $1,100.00  the  first  year  and  $1,550.00  the  fourth;  the 
Principal  of  the  Industrial  School  receives  $2,150.00  the 'first 


228  HISTORY  OF  EDUCATION. 

year  and  $3,000.00  the  seventh  j  the  Principal  of  the  summer 
term,  for  a  half  day 's  service  in  eight  weeks,  receives  $250.00 ; 
the  Supervisor  of  Evening  Schools  receives  $600.00  for  a  term 
of  sixty  nights;  the  Supervisor  of  Vacation  Schools  receives 
$250.00  for  a  term  of  six  weeks;  Primary  Supervisors  begin 
at  $1,400.00  and  receive  $2,000.00  in  the  seventh  year;  the 
Music  Supervisor  begins  at  $1,600.00  and  receives  $2,200.00 
the  fifth  year;  the  Drawing  Supervisor  begins  at  $2,300.00 
and  receives  $2,500.00  the  third  year;  the  Penmanship  Super- 
visor begins  at  $1,600.00  and  receives  $2,200.00  the  fifth  year ; 
the  Supervisor  of  Physical  Culture  begins  at  $2,000.00  and 
increases  to  $2,200.00  the  third  year;  the  Supervisor  of  the 
Department  of  Hygiene  begins  at  $2,500.00  and  receives 
$2,600.00  the  second  year;  the  Chief  Attendance  Officer  re- 
ceives $2,600.00  per  year. 

2.  Enumeration  of  Pupils. — For  the  year  1909-10  there 
were  enumerated  for  the  whole  city  195,966  pupils  between 
the  ages  of  six  and  twenty  years. 

3.  Enrollment. — For  the  year  1909-10  the  High  Schools 
enrolled  5,708  pupils;  the  Teachers'  College  208;  the  District 
Schools  91,633,  making  a  grand  total  of  97,549  students  for 
the  year, 

4.  Expenditures. — For  the  year  1909-10  the  Board  of 
Education  spent  $4,250,766.26 ;  of  this  sum  $1,995,986.59  was 
spent  for  instruction,  while  the  remainder  was  used  for  build- 
ings, improvements,  incidentals,  etc. 

5.  Number  of  Teachers. — The  present  corps  consists  of 
twenty-one  hundred  seventy-two  teachers,  including  those  em- 
ployed in  the  evening  schools. 

6.  Evening  Schools. — The  Evening  Schools  were  estab- 
lished in  1858  by  the  Board  of  Education,  and  during  the  year 


CITY  SYSTEMS.  229 

1909-10  enrolled  6,667  students.  The  instruction  includes  the 
work  done  in  the  district  schools,  the  High  Schools,  and  in 
the  0 'Fallon  Polytechnic  Institute  much  work  is  done  of  a 
technical  character.  It  is  doubtful  if  any  other  city  in  the 
United  States  makes  more  generous  provisions  for  her  Even- 
ing Schools. 

7.  Value  of  Property. — The  value  of  all  the  property 
including  ninety-three  buildings  and  various  school  sites 
owned  by  the  city,  is  $13,037,600.87. 

8.  Teachers'  Organizations. — (a)  The  Society  of  Peda- 
gogy.— The  teachers  maintain  a  voluntary  society  known  as 
the  St.  Louis  Society  of  Pedagogy  for  the  study  of  general 
pedagogical  problems.  It  is  a  highly  efficient  organization  and 
enrolls  in  its  membership  a  very  large  percentage  of  the  teach- 
ers in  the  city. 

(h)  Benevolent  Annuity  Association. — The  Benevolent 
Annuity  Association  is  a  voluntary  organization  consisting  of 
some  nine  hundred  teachers  of  the  city.  It  is  organized  to  pay 
annuities  to  teachers  who  have  become  incapacitated  by  long 
service,  or  members  may  receive  aid  temporarily  when  in  a 
destitute  condition.  The  principal  source  of  income  is  derived 
from  annual  dues  from  the  membership  which  amounts  to  one 
per  cent  of  their  salaries.  The  Association  is  managed  by  a 
Board  of  Trustees  and  the  funds  now  amount  to  more  than 
$100,000.00. 

(c)  Teachers'  Mutual  Aid  Association. — This  Association 
was  incorporated  in  1878.  The  members  pay  an  initiation  fee 
of  $2.00,  and  annual  dues  of  $2.00.  A  special  assessment  of 
$1.00  is  made  on  the  death  of  a  member.  When  members  are 
detained  from  school  on  account  of  sickness  they  may  receive 
five  dollars  a  week  for  a  period  of  not  more  than  twenty  weeks. 


230  HISTORY  OF   EDUCATION. 

The  relatives  of  a  deceased  member  receive  a  death  benefit 
which  may  not  exceed  $300.00. 

(L)  Superintendents. — George  K.  Budd,  1839 — salary, 
thanks;  Henry  Pearson,  Superintendent  and  Secretary, 
1841-2;  Edward  M.  Avery,  Superintendent  and  Secretary, 
1848-49;  Spencer  Smith,  Superintendent  and  Secretary, 
1850-51;  John  H.  Tice,  Superintendent  and  Secretary,  pro 
tem.,  1851-52;  A.  Litton,  Superintendent,  1852-53;  Charles 
Putnam,  Superintendent,  1853-54 ;  John  H,  Tice,  Superintend- 
ent and  Secretary,  1854-57;  Ira  Divoll,  Superintendent, 
1857-67  (some  intermissions  during  the  Civil  War) ;  "W.  T. 
Harris,  Superintendent,  1868-80;  E.  H.  Long,  Superintendent, 
1880-95;  F.  Lewds  Soldan,  Superintendent  of  Instruction, 
1895  to  1908;  Ben  Blewett,  Superintendent  of  Instruction, 
1908— 

(M)  Characterization. — St.  Louis  has  been  exceedingly 
fortunate  in  that  the  late  W.  T.  Harris  was  so  long  connected 
with  the  system  as  High  School  Principal,  Assistant  Superin- 
tendent and  Superintendent  for  twelve  years.  It  is  doubtful 
if  another  city  in  the  country  had  a  more  efficient  school  sys- 
tem than  St.  Louis  during  the  administration  of  Superin- 
tendent Harris.  Indeed  it  may  be  said  that  his  influence  is 
still  potent  in  the  system,  particularly,  through  the  system  of 
grading  and  promotion  which  he  worked  out,  and  the  kinder- 
garten which  was  organized  under  his  patronage.  It  is  not 
possible  to  say  how  much  Superintendent  Soldan  did  for  the 
schools  of  the  city,  because  we  are  too  near  to  his  work  to 
make  a  full  estimate  of  it,  but  we  do  know  that  when  he  took 
hold  of  the  system  it  had  been  at  a  standstill  for  some  time,  and 
under  his  inspiring  leadership  and  wise  direction  he  brought 
the  system  up  to  a  state  of  efficiency  second  to  none  in  this 


CITY  SYSTEMS.  231 

country.  All  departments  of  the  system  were  thoroughly 
overhauled  by  him,  including  the  elementary  schools,  high 
schools,  etc.,  and  in  the  matter  of  buildings  and  closer  super- 
vision of  instruction  St.  Louis  was  made  a  model  system. 
With  its  splendid  organization  and  the  present  efficient  Su- 
perintendent of  Instruction  the  system  bids  fair  to  keep  apace 
with  any  of  the  great  cities  in  the  country. 

n.  KANSAS  CITY: 

(A)  Organization. — The  Kansas  City  Schools  were  first 
organized  under  an  Act  which  was  passed  by  the  Legislature 
in  1866.  The  Act  authorized  cities,  towns  or  villages  to  organ- 
ize for  school  purposes  with  special  privileges. 

1.  First  Board  of  Education. — On  August  1,  1867,  Kan- 
sas City  availed  itself  of  the  privileges  granted  by  this  Act 
and  organized  its  first  Board  of  Education,  composed  of  the 
following  men:  W.  E.  Sheffield,  President;  H.  C.  Kumpf,  Sec- 
retary; J.  A.  Bachman,  Treasury;  Ed  H.  Allen,  T.  B.  Lester 
and  E.  H.  Spaulding,  Under  the  law  the  members  of  the 
Board  were  elected  to  serve  for  a  period  of  three  years.  They 
were  elected  at  large. 

2.  First  Superintendent. — The  first  Superintendent  of 
Schools,  Mr.  J.  B.  Bradley,  was  elected  by  the  Board  Septem- 
ber 17,  1867.  In  addition  to  being  the  Superintendent  he  was 
also  a  teacher  in  the  Central  School,  which  finally  grew  into 
the  Central  High  School. 

3.  Early  School  Buildings. — ^When  the  schools  were 
ready  to  open  in  the  fall  of  1867  the  city  did  not  own  a  single 
school  building,  consequently  the  schools  were  opened  in 
rented  buildings  wherever  they  could  be  found.  The  build- 
ings generally  were  a  very  "sorry"  lot,  in  as  much  as  they 
were  old  deserted  dwellings,  unoccupied  store  rooms,  and  even 


232  HISTORY   OF   EDUCATION. 

basement  rooms  in  some  of  the  Churches  had  to  be  taken.  The 
first  school  building  owned  by  the  city  was  the  Washington 
School  which  was  opened  in  April,  1868.  This  school  was 
located  on  the  Southwest  corner  of  Independence  Avenue  and 
Cherry  Street.  It  was  enlarged  in  1860  so  that  it  contained 
eight  rooms.  The  Humboldt  School  was  opened  November, 
1868.  It  was  located  on  the  corner  of  Twelfth  and  Locust 
Streets.  The  Central  School  was  purchased  in  June,  1869. 
The  Franklin  School  located  on  the  Northeast  corner  of  Four- 
teenth and  Jefferson  Streets  was  opened  in  October,  1868. 

4.  The  Schools  Opened  in  1867.— In  October,  1867,  the 
schools  were  opened  in  these  rented  rooms  mentioned  above. 
They  were  taught  by  a  Superintendent  and  sixteen  teachers, 
l)ut  it  is  not  stated  how  many  children  attended  during  this 
first  year,  though  we  are  told  that  there  were  2,150  children 
of  school  age  in  the  school  district. 

5.  Early  Salaries. — There  seems  to  be  no  record  of  the 
first  salaries  paid,  but  for  the  year  1869-70  the  Principals  re- 
ceived $65.00  per  month  in  the  large  schools  and  all  assistants 
received  $50.00  per  month.  In  the  small  schools  the  Princi- 
pals received  only  $50.00  per  month. 

6.  Course  of  Study. — The  first  printed  course  of  study 
is  the  one  in  the  report  for  the  year  1869-70.  The  Superin- 
tendent has  the  following  to  say  concerning  it:  "The  course 
of  study  is  one  that  has  long  stood  the  test  of  the  school  room, 
and  received  the  endorsement  of  the  world 's  most  eminent  edu- 
cators. It  embraces  Reading,  Penmanship,  Drawing,  Arith- 
metic, Geography,  English  Grammar,  Physiology  and  History 
of  the  United  States.  These  branches  of  practical  education 
hold  the  first  rank,  whether  considered  with  reference  to  their 
scientific  and  social  uses  or  as  means  of  intellectual  discipline." 


CITY  SYSTEMS.  233 

In  this  same  connection  Superintendent  Phillips  suggested 
that  the  course  of  study  was  sufficiently  elaborate  to  provide 
for  the  foundations  of  learning  and  at  the  same  time  "incul- 
cate those  great  principles  of  social  morality  which  are  by 
common  consent  conducive  to  the  well  being  of  society  and 
government. ' '  However,  he  is  of  the  opinion  that  the  Churches 
of  the  various  denominations  and  sects  should  take  it  upon 
themselves  to  provide  for  the  religious  element,  each  Church 
doing  this  in  its  own  way. 

In  the  Chapter  on  Secondary  Schools  we  have  already 
quoted  the  course  of  study  for  the  High  School. 

7.  High  ScJiools. — The  first  High  School,  now  known  as 
Central  High  School,  was  opened  in  1867;  Lincoln  High 
School  for  colored  children  was  opened  in  1887 ;  Manual  Train- 
ing High  School  was  opened  in  1897 ;  the  Westport  school  dis- 
trict was  annexed  in  1899  and  Westport  High  School  came 
in  at  that  time.  The  new  Westport  High  School  building  was 
erected  in  1908. 

(B)  The  Greenwood  Club.— In  1874  when  James  M. 
Greenwood  became  Superintendent  of  Schools,  he  and  some 
others  organized  a  club  known  as  The  Philosophical  Club; 
later  the  organization  was  known  as  The  Kant  Club  on  ac 
count  of  its  study  of  the  writings  of  Kant,  but  in  1884  its  name 
was  changed  to  the  Greenwood  Club,  and  since  that  time  it 
has  kept  up  its  organization  under  that  name.  At  present  the 
club  has  about  ten  meetings  per  year,  at  which  meetings  topics 
of  a  varied  nature  are  discussed.  Indeed  it  has  been  called 
sometimes  a  sort  of  an  open  Parliament  in  which  any  question 
of  importance  to  the  city  or  schools  may  be  discussed. 

(C)  Public  Library. — The  Public  Library  was  started  in 
the  year  1876-77  under  the  control    and    patronage    of    the 


234  HISTORY  OF  EDUCATION. 

Board  of  Education  and  it  has  remained  continuously  under 
its  control. 

(D)  Corporal  Punishment. — In  1874  at  Mr.  Greenwood's 
suggestion  the  Board  of  Education  made  a  rule  abolishing  cor- 
poral punishment  in  the  schools  of  the  city  as  a  means  of  dis- 
cipline, except  when  permission  is  granted  by  the  parents. 
This  rule  has  been  in  force  from  that  time  to  the  present. 

(E)  Present  Organization. — At  present  the  schools  are 
controlled  by  a  non-partisan  Board  of  Education  consisting  of 
six  members,  elected  at  large,  for  a  period  of  six  years.  Two 
members  retire  every  two  years.  In  this  connection  it  is  well 
to  state  that  many  years  ago  it  was  decided  to  make  the  Board 
of  Education  non-partisan  or  by-partisan ;  in  fact  this  was  one 
of  the  first  cities. in  the  United  States  to  adopt  this  plan  and 
it  is  doubtful  if  any  other  city  in  the  country  can  boast  of  a 
more  efficient  Board  of  Education  than  Kansas  City  has  had 
for  more  than  thirty  years. 

1.  Standing  Committees  of  the  Board. — For  administra- 
tive purposes  the  Board  of  Education  has  the  following  stand- 
ing committees:  (a)  Finance  and  Auditing;  (i)  Buildings 
and  Repairs;  (c)  Supplies  and  Apparatus;  (d)  Library;  (e) 
Rules,  Regulations  and  Discipline ;  (f)  Boundaries  and  Statis- 
tics; (g)  Appointment  of  Teachers;  (h)  Examination  of 
Teachers;  (i)  High  School  and  Teachers'  Institute;  (j)  Text 
Books  and  Course  of  Study  and  (k)  Attendance. 

2.  Supervision  of  Instruction. — The  supervision  of  in- 
struction is  vested  directly  in  one  Superintendent  and  two  As- 
sistant Superintendents,  but  it  should  be  noted  that  much  of 
the  actual  supervision  work  is  done  by  the  ward  school  Prin- 
cipals and  the  various  Supervisors  of  special  subjects,  such  as 


CITY  SYSTEMS.  235 

Music,    Calisthenics,    Manual    Training,     Domestic     Science, 
Kindergarten,  Drawing  and  Compulsory  Attendance. 

3.  Other  Officers. — The  business  department  of  the 
Board  is  managed  by  a  Secretary  and  Assistant  Secretary. 
The  Secretary  is  also  a  Purchasing  Agent  and  a  Treasurer; 
the  building  department  is  under  the  supervision  of  an  archi- 
tect and  the  repair  department  is  looked  after  by  a  Chief  En- 
gineer. We  have  already  mentioned  the  Library  in  charge  of 
a  Librarian.  All  of  these  officers  and  many  other  minor  ones 
are  elected  directly  by  the  Board  of  Education  annually. 

4.  Health  Examinations. — In  the  fall  of  1910  the  Board 
made  provision  for  a  health  officer  and  assistants,  whose  busi- 
ness it  is  to  examine  all  the  children  in  the  city  schools  for  the 
purpose  of  ascertaining  the  health  conditions  of  them.  Of 
course  the  department  has  just  been  organized  and  it  is  not 
possible  to  give  any  detailed  account  of  its  work. 

5.  Classification  of  Schools. — The  schools  as  now  organ- 
ized include  ward  or  elementary  schools,  high  schools,  kinder- 
gartens, vacation  schools  and  night  schools. 

(F)  Statistics. — 1.  Teachers. — For  the  year  ending  June, 
1909,  the  entire  system  employed  nine  hundred  ten  teachers, 
including  substitutes. 

2.  Enumeration. — For  the  same  year  there  were  enu- 
merated in  the  city  seventy-three  thousand  seven  hundred 
fifty  children  of  school  age. 

3.  Enrollment. — For  the  year  1909  the  high  schools 
enrolled  four  thousand  five  hundred  eighty-three  pupils  and 
the  entire  enrollment  was  thirty-three  thousand  eight  hundred 
eighty  pupils. 

4.  Value  of  Property. — There  are  now  sixty-three  dif- 
ferent school  houses  owned  by  the  Board  of  Education  and 
the  total  value  of  school  property  is  $4,826,973.00. 


236  HISTORY  OF  EDUCATION. 

5.  Indebtedness. — The  bonded  indebtedness  of  th<j 
school  district  is  $3,460,000.00. 

6.  School  Levy. — The  present  school  levy  is  nine  mills  on 
the  hundred  dollars. 

7.  Expenditures. — The  expenditures  for  the  year  ending 
July  1st,  1909,  were  $1,682,456.69.  Of  this  sum  $925,378.35 
was  spent  for  teachers'  wages  and  the  remainder  for  inci- 
dentals, buildings  and  interest. 

(G)  Superintendents. -J.  B.  Bradley,  1867-68;  E.  B. 
Tucke,  1868-69;  John  R.  Phillips,  1869-74;  James  M,.  Green- 
wood, 1874 . 

(H)  Characterization. — The  schools  of  the  city  were  first 
graded  by  Superintendent  Phillips  during  the  early  part  of 
his  superintendency.  The  present  plan  of  seven  grades  for 
the  elementary  schools  and  four  years  for  the  High  Schools 
was  first  put  in  operation  by  him,  and  has  been  continued 
with  practically  no  modifications  except  as  to  content  of  the 
curricula  until  the  present.  For  many  years  the  schools  have 
been  well  known  as  being  among  the  best  organized  and  most 
efficient  in  the  whole  country.  This  high  state  of  efficiency 
has  been  brought  about  through  the  keen  oversight  and  ad- 
ministrative capacity  of  Superintendent  Greenwood,  who  has 
served  in  the  capacity  of  Superintendent  since  1874,  now 
thirty-six  years.  It  should  be  noted,  however,  that  no  small 
part  of  the  management  has  been  undertaken  by  the  members 
of  the  Board  of  Education  who  have  always  been  among  the 
most  intelligent  and  patriotic  citizens  of  the  community.  In 
the  matter  of  High  School  attendance,  the  city  is  one  of  the 
first  in  the  whole  country  in  the  percentage  of  attendance. 
One  other  thing  which  has  added  to  the  efficiency  of  the  su- 
pervision of  the  schools  is  to  be  found  in  the  superior  character 


CITY  SYSTEMS.  237 

of  the  two  assistant  Superintendents,  Messrs.  Tharpe  and  Lon- 
gan,  who  were  chosen  in  1899,  and  they  have  served  continu- 
ously since  that  time.  It  is  doubtful  if  any  other  city  in  the 
country  has  a  higher  appreciation  of  her  schools  than  Kansas 
City  and  this  in  no  small  measure  is  responsible  for  the  effi- 
ciency of  the  system. 

III.  ST.  JOSEPH: 

(A)  Incorporation. — The  first  Board  of  Education  for 
the  public  schools  of  St.  Joseph  was  incorporated  by  an  act 
of  the  Legislature  of  Missouri,  which  was  approved  January 
4,  1860. 

1.  First  Board. — This  act  provided  that  "The  Board  of 
President  and  Directors  shall  consist  of  a  President,  to  be 
elected  by  the  District  at  large  and  two  members  to  be  elected 
by  each  of  the  wards  of  the  city  of  St.  Joseph,  as  the  same  now 
are,  or  may  be  hereafter  established.  The  first  election  shall 
be  held  on  the  first  Monday  in  February,  A.  D.  1860,  at  the 
usual  place  of  holding  elections  in  the  several  wards  of  the 
said  City."  In  accordance  with  the  above  provision  the  first 
Board  was  elected  on  the  first  Monday  in  February,  1860.  At 
that  time  the  city  consisted  of  three  wards;  therefore  the 
Board  was  made  up  of  six  directors  and  the  President.  The 
first  President  was  Dr.  J.  H.  Crane.  The  first  meeting  of  the 
Board  w^as  held  February  7,  1860,  at  which  time  James  A. 
MiUan  was  elected  Secretary  and  Joseph  C.  Hull,  Treasurer. 

2.  First  Buildings  and  Taxation. — As  soon  as  the  Board 
was  organized  it  was  necessary  to  try  to  devise  some  means  for 
raising  revenue  to  organize  a  school  system ;  consequently  one 
of  the  first  acts  of  the  new  Board  was  to  levy  a  tax  of  one-fifth 
of  one  per  cent  upon  the  property  of  the  district.  Out  of  this 
tax  three  small  school  houses  were  constructed,  one  in  each 


238  HISTORY   OF  EDUCATION. 

ward  of  the  city.  The  houses  were  two  stories  high  and  built 
of  bricik,  with  one  school  room  on  each  floor.  These  houses 
were  built  in  the  cheapest  possible  style  without  any  modern 
improvements  and  were  furnished  with  the  most  common  fur- 
niture to  be  secured. 

3.  First  Teachers. — The  Board  was  empowered  to  ex- 
amine teachers  and  the  first  examination  was  held  in  April, 
1860.  No  record  is  available  concerning  the  details  of  that 
examination,  but  it  is  reported  that  from  this  examination  one 
male  principal  and  one  lady  assistant  was  selected  for  each  of 
the  three  ward  schools.  The  principals  received  a  salary  of 
$50.00  per  month  and  the  assistants  $25.00. 

4.  ScJiools  Opened. — The  schools  were  opened  on  the 
23rd  day  of  April,  1860.  No  record  has  been  kept  as  to  the 
number  of  pupils  who  attended  this  first  session ;  it  is  reported 
however  that  each  building  could  accommodate  about  one  hun- 
dred twenty  children.  The  schools  were  not  graded  for  some 
time,  but  the  larger  pupils  were  taught  by  the  principal  and 
the  smaller  ones  by  the  assistant.  The  first  term  was  only 
three  months  in  length;  then  the  schools  were  dismissed  for 
the  summer  vacation  but  were  re-opened  in  September  with 
the  same  teachers  in  charge. 

5.  First  Superintendent. — On  February  13,  1861,  Hon. 
George  H.  Hall  was  elected  Superintendent  of  the  city  schools, 
but  he  served  only  till  May  21st  of  that  same  year,  as  the 
schools  were  then  closed  on  account  of  the  War. 

6.  Schools  Closed. — In  May,  1861,  the  Board  of  Educa- 
tion closed  all  the  schools  and  paid  off  all  the  teachers.  The 
school  houses  were  rented  to  individuals  for  the  purpose  of 
conducting  private  schools  in  them.  Tlie  Board  thought  this 
necessary,  in  as  much  as  it  was  impossible  to  collect  the  school 
taxes,  and  the  schools  remained  closed  until  October,  1864. 


CITY  SYSTEMS.  239 

(B)  Re-organization. — In  August,  1864,  it  was  deter- 
mined to  re-open  the  public  schools  of  the  city.  At  this  same 
time  E.  B.  Neely  was  chosen  Superintendent.  The  Board  set 
about  repairing  and  refurnishing  the  school  buildings  and  by 
October  they  were  ready  for  occupancy,  and  opened  the  first 
Monday  in  that  month. 

(C)  Financial  Difficulties. — Under  the  old  charter  the 
Board  of  Education  could  levy  only  one-fifth  of  one  per  cent 
and  this  tax  proved  to  be  entirely  inadequate  for  maintaining 
the  schools  and  providing  any  surplus  from  which  to  build 
new  buildings ;  consequently  the  Board  of  Education  requested 
the  Legislature  to  amend  the  charter  in  such  a  way  as  to  pro- 
vide for  a  higher  tax.  After  a  good  deal  of  delay  the  Legis- 
lature finally  amended  the  charter  so  that  the  Board  had  power 
to  levy  a  tax  not  exceeding  one-half  of  one  per  cent. 

(D)  New  School  Houses. — As  soon  as  the  Board  had  se- 
cured the  privilege  of  levying  a  higher  tax  rate  it  was  decided 
that  new  school  houses  should  be  built ;  consequently  in  1866 
the  Board  adopted  plans  for  two  new  school  houses,  each  of 
which  was  to  have  four  rooms  and  one  recitation  room.  These 
two  houses  with  furniture,  etc.,  cost  $40,000.00. 

(E)  High  School. — Superintendent  Neely  said  that  the 
first  High  School  was  opened  in  October,  1864,  but  it  is  prob- 
able that  the  organization  was  not  perfected  till  some  time 
later,  possibly  1866,  when  John  S.  Crosby  was  made  Principal. 
A  new  High  School  building  was  constructed  in  1896  costing 
$89,000.00.  At  present  the  city  has  three  high  schools,  two 
for  white  children  and  one  for  colored  children. 

(F)  Library  Association  Chartered. — The  St.  Joseph 
Public  School  Library  Association  was  first  chartered  in  1867. 
From  that  time  till  the  present  an  intimate  association  has 


240  HISTORY   OF  EDUCATION. 

been  kept  up  between  the  Library  and  the  Public  Schools.  At 
present  the  Library  is  housed  in  a  modern  building  with 
every  equipment  and  is  used  most  extensively  by  the  schools 
of  the  city. 

(G)  Present  Organization. — The  Schools  are  now  under 
the  control  of  a  Board  of  Education  consisting  of  six  mem- 
bers. The  charter  whioli  was  granted  in  1895  provides  that 
the  term  of  office  of  a  Board  member  is  six  years,  consequently 
two  directors  are  elected  every  two  years. 

1.  Standing  Committees. — For  purposes  of  administra- 
tion the  Board  of  Education  has  the  following  standing  com- 
mittees: (a)  Finance,  Buildings,  Repairs  and  Insurance; 
(b)  Janitors,  Fuel,  Supplies  and  Sanitation;  (e)  Grammar 
School  Teachers;  (d)  Grammar  School  Principals,  Rules  and 
Regulations,  Text  Books  and  Course  of  Study;  (e)  High 
Schools;  (f)  Printing,  Auditing,  Boundaries  and  Statistics. 
Each  committee  consists  of  two  members  of  the  Board. 

2.  Other  Officers. — The  Board  appoints  the  Superin- 
tendent of  Schools,  a  Secretary,  Treasurer,  Attorney,  Super- 
intendent of  Buildings,  Chief  Engineer,  Truant  Officer  and  a 
Medical  Examiner;  these  officers,  except  the  Superintendent, 
are  appointed  annually.  The  Superintendent  is  elected  for  a 
term  of  two  years. 

3.  Supervision  of  Instruction. — The  supervision  of  in- 
struction is  vested  directly  in  the  Superintendent  of  Schools 
with  a  Special  Supervisor  for  Physical  Culture,  Music,  the 
Primary  Grades,  and  Drawing  and  Writing.  Of  course  to 
this  list  should  be  added  the  Principals  of  the  ward  schools 
and  the  high  schools. 

(H)  Statistics. — 1.  Enumeration. — For  the  school  yea<r 
ending  June,  1909,  there  were  enumerated  in  the  city  forty- 


CITY  SYSTEMS.  241 

two  thousand  six  hundred  forty-seven  children  of  school  age. 

2.  Enrollment. — For  the  same  year  the  high  schools 
enrolled  one  thousand  eighty-two  pupils  and  the  elementary 
schools  ten  thousand  seven  hundred  sixty  pupils,  making  a 
total  of  eleven  thousand  eight  hundred  forty-two  pupils  for 
the  system. 

3.  ScJiools. — The  district  now  owns  thirty-seven  school 
buildings. 

4.  Teachers. — During  the  year  ending  June  30,  1909, 
three  hundred  sixteen  teachers  were  employed  in  the  system. 

5.  Finances. — The  receipts  for  the  above  mentioned  year 
were  $869,272.15,  the  expenditures  for  instruction  were  $196,- 
942.06  and  all  other  expenses  bring  up  the  total  for  the  year 
to  $547,631.75. 

6.  Bonded  Indebtedness. — The  present  bonded  indebted- 
ness of  the  school  district  is  $1,408,000.00. 

(I)  Superintendents.— George  H.  Hall,  February,  1861, 
to  May,  1861;  E.  B.  Neely,  1864-1903;  J.  D.  Elliff,  Acting, 
1903 ;  and  J.  A.  Whiteford,  1903 . 

(J)  Characterization.— It  may  be  said  that  the  organiza- 
tion of  the  school  system  of  the  city  was  begun  and  perfected 
largely  through  the  efforts  of  Superintendent  Neely,  who 
served  so  long  as  Superintendent.  It  should  be  noted,  however, 
that  Superintendent  Whiteford  has  done  very  much  to  mod- 
ernize the  schools.  During  his  administration  many  modern 
buildings  have  been  constructed  and  the  High  Schools  have 
been  brought  up  to  a  much  higher  degree  of  efSciency. 

IV.  OTHER  CITIES  AND  TOWNS.— The  limits  of  this 
treatise  do  not  permit  any  detailed  treatment  of  the  ordinary 
city  and  to^ra  systems  of  the  State ;  moreover  this  is  not  neces- 

E— 16 


242  HISTORY  OF  EDUCATION. 

sary  in  as  much  as  they  are  all  organized  under  the  General 
Laws  of  the  State.  These  laws  provide  for  a  Board  of  Direc- 
tors consisting  of  six  members.  Two  members  are  elected 
each  year  for  a  term  of  three  years.  The  election  usually 
takes  place  in  April  at  the  same  time  as  the  regular  municipal 
elections.  This  Board  of  Directors  has  complete  control  over 
the  schools  in  the  matter  of  selection  of  teachers,  adopting 
courses  of  study  and  making  all  necessary  rules  and  regula- 
tions for  the  management  of  the  schools.  The  supervision  of 
instruction  and  the  management  of  the  schools  in  detail,  how- 
ever, is  delegated  to  a  Superintendent  who  is  chosen  anually 
by  the  Board.  So  far  as  the  law  is  concerned  the  Superin- 
tendent is  not  mentioned,  but  there  has  grown  up  along  with 
the  office  a  body  of  traditional  duties  which  he  performs  un- 
der the  direction  of  the  Board.  Many  times  these  duties  are 
described  in  some  considerable  detail  by  the  rules  and  regula- 
tions adopted  by  the  Board  of  Directors. 


CHAPTER  VIII. 

TEACHERS'  ASSOCIATIONS. 


I.    STATE  ASSOCIATION: 

1.    First  Meeting: 

(A)  The  first  convention  of  Missouri  teachers  was  held 
in  Wyman's  HaU,  St.  Louis,  Missouri,  May  21-22-23,  1856.  No 
doubt  this  convention  came  about  as  the  result  of  the  general 
movement  towards  the  organization  of  teachers  in  the  United 
States,  for  it  was  about  this  same  time  that  the  National 
Educational  Association  was  organized  and  numerous  other 
states  had  teachers  associations  of  one  form  or  another. 

(B)  Officers. — The  officers  of  the  association  were  as  fol- 
lows: "W.  T.  Luckey,  President;  W.  H.  Hopson,  Vice-Presi- 
dent; W.  C.  Wilcox,  and  J.  H.  Reed,  Secretaries. 

(G)  Addresses. — On  Wednesday  evening  the  address  was 
delivered  by  Rev.  Dr.  Eliot  of  St.  Louis ;  on  Thursday  evening 
by  Hon.  Horace  Mann,  Secretary  of  Board  of  Education, 
Mass.,  and  on  Friday  evening  by  Rev.  Dr.  Post  of  St.  Louis. 

(D)  Topics  Discussed. — (a)  The  Organization  of  a  State 
Teachers'  Association;  (h)  the  Establishment  of  a  State  Nor- 
mal School;  (c)  the  Organization  of  Teachers'  Institutes;  (d) 
the  Establishment  of  an  Educational  Journal. 

Committees  were  appointed  to  prepare  and  submit  a  re- 
port on  each  of  the  above  subjects. 

243 


244  HISTORY   OF   EDUCATION. 

(E)  Reports  of  Committees. — (a)  Normal  School. — 
Whereas,  The  subject  of  Normal  Schools  has  been  brought 
so  prominently  before  the  community,  that  no  convention  of 
teachers  ought  to  assemble  without  taking  it  into  considera- 
tion; therefore. 

Resolved,  That  this  Convention  considers  the  establish- 
ment of  Normal  Schools,  and  other  institutions  for  the  special 
education  of  teachers,  as  of  vital  importance  to  the  cause 
of  education;  that  we  consider  the  immediate  establishment 
of  a  Normal  School,  by  and  under  the  control  of  the  State 
Legislature,  as  demanded  by  the  present  condition  of  the 
schools  and  school  system  of  Missouri;  that  this  Convention 
pledges  itself  to  the  use  of  all  honorable  means  for  the  accom- 
plishment of  this  purpose ;  that  the  Chair  appoint  a  committee 
of  seven  persons  to  draw  up  a  memorial,  to  be  presented  to  the 
next  Legislature  for  its  consideration. 

(h)  Teachers'  Institutes. — ^Whereas,  We  believe  the  time 
has  come  when  the  standard  of  education  should  be  elevated 
among  us,  and  when  teaching  throughout  our  State  should  be 
regarded  as  a  profession ;  and,  whereas,  we  believe  there  should 
be  a  more  systematic  and  concentrated  effort  on  the  part  of 
the  educators  of  the  State  to  carry  into  effect  these  objects; 
therefore. 

Resolved,  That  this  Convention  deem  the  establishment 
of  Teachers'  Institutes  an  effectual  means  of  accomplishing 
these  objects,  and  that  we  pledge  our  hearty  co-operation  in 
encouraging  and  sustaining  Teachers'  Institutes,  in  the  coun- 
ties of  our  State  where  such  organization  is  practicable. 

(c)  School  Journal. — Your  committee  having  duly  con- 
sidered the  subject  assigned  them,  recommend  the  establish- 
ment of  a  School  Journal,  and  also  submit  the  following  reso- 
lutions : 


TEACHERS'  ASSOCIATIONS.  245 

Resolved,  That  a  committee  of  seven  be  appointed  by  the 
Chairman,  whose  duty  it  shall  be  to  ascertain  from  the  mem- 
bers present  the  number  of  copies  of  such  a  journal  at  $1  each, 
for  which  each  member  will  become  responsible;  and  that 
said  committee  be  empowered  to  take  the  necessary  steps  for 
the  establishment  of  a  journal  to  be  called,  the  "Missouri 
Teacher,"  at  as  early  a  date  as  possible,  and  that  the  same 
committee  be  instructed  in  behalf  of  this  body  to  memorialize 
the  Legislature,  at  its  next  session,  for  an  appropriation  suf- 
ficient to  furnish  ten  copies  of  this  Journal  to  each  county 
commissioner. 

(d)  State  Teachers'  Association. — The  committee  on  the 
organization  of  a  State  Teachers'  Association,  reported  a  con- 
stitution which  was  adopted.  It  is  too  lengthy  to  quote  here ; 
however,  its  important  provisions  are  as  follows : 

(1)  Name. — The  organization  was  styled,  the  Missouri 
Teachers'  Association. 

(2)  Memhership  and  Fees. — The  membership  was  to  be 
made  up  of  teachers  and  others  actively  engaged  in  promoting 
the  interest  of  education.  The  membership  fee  Avas  $2  and 
annual  dues  were  to  be  $1.  Any  person  eligible  to  member- 
ship could  become  a  "life  member"  on  payment  of  $10. 

(3)  Officers. — The  officers  of  the  association  were  to  be 
president,  one  vice-president  from  each  congressional  district, 
a  corresponding  secretary,  a  recording  secretary,  a  librarian, 
and  a  treasurer,  who  together  were  to  constitute  a  Board  of 
Directors.  All  to  be  elected  by  ballot  and  serve  one  year  or 
until  their  successors  were  chosen.  This  board  was  to  have 
general  management  and  supervision  of  the  association,  pre- 
pare programs,  audit  accounts,  etc.  The  vice-presidents  were 
to  have  charge  of  the  educational  interests  in  their  respective 


246  HISTORY   OF   EDUCATION. 

districts,   look  after   county  institutes,   subordinate  associa- 
tions, etc.,  and  report  the  same  to  the  State  Association. 

(4)  Annual  Meeting. — The  annual  meeting  was  to  be  held 
on  the  first  Wednesday  in  May  at  such  place  as  the  Associa- 
tion should  determine  from  year  to  year. 

(5)  Organization  Under  the  New  Constitution. — After 
the  adoption  of  the  constitution  the  convention  adjourned 
sine  die,  and  the  association  immediately  convened  and  elected 
the  following  officers  for  the  ensuing  year:  W.  T.  Luckey, 
president;  J.  J.  A.  Gilfillan,  E.  S.  Mitchell,  J.  L.  Tracy,  M. 
Harmon,  W.  H.  Hopson,  J,  Baldwin,  and  J.  H.  Carlton,  vice- 
presidents;  W.  C.  "Wilcox,  corresponding  secretary;  E.  May, 
recording  secretary;  N.  D.  Tirrell,  librarian;  C.  Oliver,  treas- 
urer. 

2.    Second  Meeting: 

(A)  The  second  meeting  of  the  association  was  held  in 
the  high  school  building,  St.  Louis,  beginning  Wednesday 
evening.  May  6,  1857,  and  continued  in  session  through  the 
seventh  and  eighth. 

(B)  Addresses. — The  Wednesday  evening  address  was 
delivered  by  President  Luckey  on  "The  Origin  and  Object  of 
the  Association."  The  Thursday  evening  address  was  deliv- 
ered by  Mr.  C.  F.  Pennell  on  the  subject,  "Obligations  of 
Teachers  to  Themselves." 

(C)  Reports  of  Committees. — (a)  Normal  School. — The 
committee  on  a  Normal  School  first  submitted  a  verbal  report 
whioh  was  made  by  Mr.  Tirrell  of  St.  Louis,  because  of  the 
absence  of  Professor  Swallow  who  was  the  chairman  of  the 
committee.  This  report  caused  a  very  spirited  discussion  in 
which  many  members  of  the  association  took  part.  President 
Luckey  reporting  that  he  had  been  in  Jefferson  City  consult- 


TEACHERS'  ASSOCIATIONS.  247 

ing  with  members  of  the  Legislature  and  had  also  delivered  a 
public  address  on  the  subject  of  Normal  Schools.  He  further 
reported  that  the  proposition  to  establish  a  Normal  School 
had  been  favorably  received  by  the  members  of  the  Legisla- 
ture, and  the  bill  creating  the  institution  had  been  referred 
to  the  Committee  on  Education.  A  written  report  being 
asked  for,  the  following  was  submitted:  "The  only  object 
accomplished  during  the  last  year  was  the  delay  of  the  pass- 
age of  a  bill  by  the  Legislature,  for  establishing  a  normal  de- 
partment in  connection  with  the  State  University,  the  support 
of  which  was  to  be  drawn  from  the  common  school  fund,  and 
which  made  no  provision  for  the  education  of  female  teach- 
ers; which  bill,  in  the  judgment  of  the  committee,  did  not 
meet  the  wants  of  the  people."  On  motion  the  following 
committee  was  appointed  to  memorialize  the  Legislature  on 
the  subject  of  a  Normal  School :  J.  L.  Tracy,  J.  D.  Low,  C.  S. 
Pennell,  W.  H.  Lewis,  J.  W.  Sutherland,  Charles  Carlton, 
E.  M.  Lewis,  J.  W.  Whelan,  Ira  DivoU,  and  C.  Oliver.  This 
memorial  has  been  quoted  in  the  chapter  on  Normal  Schools. 
(b)  Educational  Journal. — "The  Committee  to  whom 
was  entrusted  the  establishment  of  an  educational  Journal, 
to  be  entitled  the  "Missouri  Teacher,"  beg  leave  to  report, 
that,  in  pursuance  of  the  plan  devised  by  them,  they  proceeded 
at  the  earliest  practicable  moment  after  the  adjournment  of 
the  Association,  to  prepare  and  issue  a  prospectus,  in  circular 
form  in  this  State  and  Illinois.  This  prospectus  was  sent  to 
every  teacher  and  county  commissioner  whose  address  could 
be  obtained.  The  State  Superintendent,  whose  co-operation 
was  relied  on,  was  applied  to  personally,  and  by  letter,  for 
such  information  as  to  names  and  localities  of  teachers  as 
could  be  furnished  from  records  of  names  and  papers  in  his 


248  HISTORY   OF   EDUCATION. 

office;  but  no  notice  whatever  was  taken  of  our  communica- 
tions. Personal  application  was  also  made  by  our  committee 
to  our  book  merchants  and  others  for  the  information  so  much 
desired;  but,  our  efforts  here,  also,  proved  almost  as  unsuc- 
cessful. Failing  thus  in  so  important  a  step  of  our  enterprise, 
and  having  scarcely  a  response  from  those  teachers  to  whom 
the  prospectus  was  sent,  the  committee  felt  that  the  only 
course  left  them  to  pursue  was  to  postpone  further  action  in 
the  matter  until  the  next  meeting  of  the  Association. 

After  some  discussion  another  committee  was  appointed 
which  brought  in  this  report :  ' '  The  committee  to  whom  was 
referred  the  matter  of  establishing  an  educational  journal, 
have  had  the  same  under  consideration,  and  have  arrived  at 
the  conclusion  that  the  establishment  of  such  a  journal  is 
practicable.  From  the  experience  of  one  of  the  members  of 
the  committee,  it  is  ascertained  that  the  annual  expense  of 
publishing  a  monthly  journal  of  2,000  copies,  will  be  $1,200 — 
$400  of  which  may  be  realized  from  advertisments,  leaving 
$800  to  be  derived  from  subscribers. 

The  committee  would  respectfully  recommend  the  adop- 
tion of  the  following  resolutions : 

Resolved,  That  the  association  take  immediate  steps  to 
carry  the  proposition  for  the  establishment  of  an  educational 
journal  into  effect;  that  we  become  responsible  for  the  num- 
ber of  subscribers  annexed  to  our  respective  names;  that  this 
Association  select  an  Agent  to  co-operate  with  the  State  Su- 
perintendent, to  canvass  the  State,  to  visit  and  confer  with 
county  commissioners,  to  hold  teachers'  conventions,  and  to 
employ  all  other  available  means  to  awaken  interest  in  the 
cause  of  general  education  throughout  the  State;  that  this 
agent  shall  receive  a  salary  of  $1,500  in  consideration  of  his 
services ;  that  this  association  appoint  a  Financial  Committee, 


TEACHERS'  ASSOCIATIONS.  249 

consisting  of  seven  persons,  whose  business  it  shall  be  to  raise 
money  to  defray  the  expenses  of  said  agent ;  and  if  the  neces- 
sary amount  is  not  raised,  the  Association  will  become  re- 
sponsible for  the  agent's  salary,  by  individually  bearing  their 
just  proportions. 

(c)  State  Agent  Selected. — Mr.  W.  S.  Baker  was  selected 
as  agent  for  the  Association  for  the  term  of  six  montlis  in 
pursuance  of  the  resolutions  above  noted. 

(d)  Committee  on  Female  Education. — A  committee  on 
female  education  was  appointed  with  instructions  to  report 
at  the  next  annual  meeting  of  the  association. 

(e)  Report  of  Treasurer. — The  first  annual  report  of  the 
treasurer  was  read,  showing  a  balance  in  the  treasury  of 
$178.70. 

(f)  Change  in  Time  of  Meeting. — An  amendment  to  the 
constitution  changing  the  time  of  meeting  to  the  second  Tues- 
day in  July  of  each  year  was  adopted. 

3.  Third  Meeting: 

(A)  The  third  session  of  the  Association  was  held  in  the 
Hall  of  the  House  of  Representatives,  Jefferson  City,  begin- 
ning July  6th  and  closing  July  8,  1858. 

(B)  Officers. — 'W.  H.  Lewis,  Independence,  President; 
C.  S.  Pennell,  R.  S.  Martin,  W.  T.  Luckey,  James  Love,  J.  W. 
Sutherland,  Charles  Carlton,  and  E.  K.  Kidd,  vice-presidents; 
W.  C.  Wilcox,  corresponding  secretary;  J.  H.  Reed,  record- 
ing secretary;  N.  D.  Tirrell,  librarian;  C.  Oliver,  treasurer. 

(C)  Program. — 

Tuesday,  July  6th. 

Evening. — Address  by  Hon.  J.  B.  Gardenhire,  Mayor  of 
Jefferson  City,  and  W.  A.  Lewis,  President  of  the  Association. 


250  HISTORY   OF   EDUCATION. 

Wednesday,  July  7th. 

Morning. — Discussion — Co-education  of  the  Sexes  j  Text 
Books. 

Afternoon. — Address  by  Thos.  J.  Henderson,  of  Jeffer- 
son City;  also,  Reports  of  Committees. 

Evening. — Address  by  Richard  Edwards,  Principal  of 
the  St.  Louis  Normal  School. 

Thursday,  July  8th. 

Morning. — Election  of  officers;  Discussion — Normal 
School. 

Afternoon. — Discussion — Phonetic  System;  Public  Ex- 
aminations. 

Evening. — Address  by  Prof.  J.  W.  Sutherland  of  Jeffer- 
son City. 

County  Commissioners  and  friends  of  education  general- 
ly, were  invited  to  attend. 

(D)  Notes  on  the  Session. — This  meeting,  though  not 
largely  attended,  was  unusually  interesting.  A  lively  dis- 
cussion followed  the  presentation  of  every  subject,  culminat-- 
ing  in  the  adoption  of  a  resolution  crystallizing  the  conclusion 
arrived  at  by  the  discussion.  Much  interest  was  manifested 
in  agricultural  education.  Such  men  as  F.  T.  Kemper,  G.  C. 
Swallow,  S.  S.  Laws,  W.  T.  Harris,  W.  H.  Lewis,  Ira  Divoll, 
J.  L.  Tracy,  C.  S.  Pennell,  W.  T.  Luckey,  W.  B.  Starke,  Rich- 
ard Edwards,  J.  "W.  Sutherland  and  others,  participated  in 
the  discussion. 

(E)  Besolutions. — Resolved,  That  a  committee  of  five 
be  appointed,  of  whom  the  State  Superintendent  shall  be  one, 
to  consult  upon  the  propriety  and  feasibility  of  adopting  a 
uniform  series  of  Text  Books  in  the  Common  Schools  of  this 


TEACHERS'  ASSOCIATIONS.  251 

State,  and,  if  they  are  able  to  agree,  to  report  the  same  to 
this  Association;  that  a  committee  be  appointed  to  report  on 
the  condition  and  importance  of  Agricultural  Education  in 
our  State;  that  a  committee  of  five  be  appointed  to  report  to 
this  Association  upon  the  subject  of  County  Teachers'  Insti- 
tutes, and  what  course  can  best  be  adopted  to  assist  in  organ- 
izing and  conducting  these  local  institutions;  that  a  delega- 
tion of  five  be  appointed  to  represent  this  Association  in  the 
Convention  called  to  fneet  in  St.  Louis  on  the  9th  of  Septem- 
ber, to  take  into  consideration  the  subject  of  Agricultural 
Education  in  our  State ;  that  a  committee  of  five  be  appointed 
to  memorialize  the  next  State  Legislature  on  the  propriety  of 
aiding  the  endowment  of  agricultural  departments  in  our 
principal  Universities  and  Colleges. 

(F)  Report  of  Committees. — (a)  The  committee  on  Nor- 
mal Schools  beg  leave  to  report  that  they  do  not  at  present 
deem  it  important  or  expedient  to  enter  upon  details  in  the 
plan  of  a  Normal  School,  for  the  establishment  of  which  they 
have  been  instructed  to  memorialize  the  State  Legislature,  but 
would  state  that  it  is  the  unanimous  opinion  of  this  committee 
that  it  should  be  distinct  and  independent  institution,  not 
connected  with,  or  an  adjunct  to,  any  of  the  existing  Colleges 
or  Seminaries  of  the  State. 

(d)  Institutes. — First,  That  the  Vice-Presidents  in  the 
different  Congressional  Districts  be  requested  and  enjoined  to 
perform  their  duty  as  indicated  in  the  constitution  of  this 
society.  That  they  correspond  with  county  commissioners 
and  teachers  in  all  parts  of  their  districts,  and  earnestly  co- 
operate with  them  in  organizing  and  conducting  the  work  of 
Teachers'  Institutes. 

Second,  That  the  State  Superintendent  be  requested  to 


252  HISTORY   OF   EDUCATION. 

forward  circulars  to  all  the  commissioners  and  teachers  of  the 
state,  setting  forth  the  advantages  to  be  derived  from  these 
local  institutions,  inviting  them  to  call  in,  if  necessary,  the 
aid  of  the  Vice-President  in  their  District  to  assist  in  or- 
ganizing and  conducting  a  Teachers'  Iiustitute,  and  that  in 
such  cases  they  do,  if  possible,  provide  for  his  traveling  ex- 
penses. That  the  Vice-Presidents  be  requested  to  make  their 
work  in  the  counties  they  may  visit  as  practical  as  possible, 
demonstrating  lo  the  teachers  and  the  people  the  great  ad- 
vantages to  be  derived  from  a  genuine  Teachers'  Institute. 
That  they  deliver  one  public  lecture  in  each  county  they  may 
visit,  upon  the  subject  of  Normal  Schools  and  Teachers'  In- 
stitutes as  the  most  efficient  means  of  exalting  our  work,  and 
improving  our  workmanship.  That  the  different  Vice-Presi- 
dents make  a  full  report  upon  the  state  of  education  in  their 
field,  to  the  State  Superintendent,  up  to  the  last  Saturday  in 
December  of  this  year.  That  they  present  to  the  people  the 
claims  of  the  "Missouri  Educator,"  and  endeavor  to  extend 
the  circulation  of  this  periodical  in  all  parts  of  the  State. 
That  they  make  a  full  report  of  their  work  to  this  Association 
at  its  annual  session. 

(G)  Free  Return  Tickets. — Free  return  tickets  were  given 
to  the  delegates  by  the  Pacific  North  Missouri,  Iron  Mountain, 
Ohio  &  Mississippi,  St.  Louis,  Alton  8c  Chicago,  and  Terre 
Haute  &  Alton  Railroads. 

4.    Fourth  Meeting: 

(A)  The  fourth  session  of  the  association  was  held  in  the 
St.  Louis  high  school  building,  beginning  at  ten  o'clock  Wed- 
nesday, July  6,  1859.  Prof.  G.  C.  Swallow,  the  president, 
being  absent,  Mr.  Richard  Edwards,  Vice-President,  princi- 
pal of  the  St.  Louis  Normal  School,  presided.    On  taking  the 


TEACHERS'  ASSOCIATIONS.  253 

chair  Mr.  Edwards  delivered  a  strong  address  on  the  Value 
and  Importance  of  Organization,  and  especially  of  teachers' 
organizations.  This  was  followed  by  a  very  pleasing  and  in- 
structive address  by  Hon.  Edward  Bates  of  Illinois  on  the 
important  and  high  calling  of  the  teacher.  By  vote  of  the 
association  Mr.  Bates  was  made  an  honorary  member  of  the 
association, 

(B)  Notes  on  the  Meeting. — At  this  meeting  "School 
Government,"  "Teachers'  Institutes,"  "Normal  Schools," 
"Uniform  Text-books,"  etc.,  Avere  earnestly  discussed,  Mr. 
J.  L.  Tracy,  of  Saline  county,  agent  of  the  association  for  the 
past  year,  made  his  report,  stating  among  other  things  that 
he  had  traveled  7,000  miles  and  visited  twenty  different 
counties, 

(C)  Resolutions. — Resolved,  That  this  Association  re- 
gards with  the  warmest  sympathy  the  efforts  made  by  Mr, 
Tracy,  in  behalf  of  our  school  interests  in  visiting  the  various 
portions  of  the  State,  delivering  addresses,  assisting  in  the 
organization  of  County  Teachers'  Institutes,  and  in  his  gen- 
eral endeavor  to  direct  attention  to  and  awaken  a  zeal  in  the 
cause  of  education;  that  the  labors  of  Mr,  Tracy  during  the 
coming  year,  in  the  work  to  which  he  is  now  devoted,  be  also 
regarded  as  under  the  patronage  of  this  Association  in  con- 
junction with  the  auspices  of  the  State  Superintendent,  and 
that  we  commend  him  to  the  County  School  Commissioners, 
teachers  and  pupils  throughout  the  State,  and  earnestly  solicit 
his  cordial  reception  and  their  earnest  co-operation ;  that  we 
cordially  approve  the  course  of  the  State  Superintendent, 
Mr,  Starke,  in  recommending  uniform  text-books,  so  far  as 
practicable,  in  the  Common  Schools  of  the  State,  as  a  means 
of  benefit  to  the  pupils  and  economy  to  the  people;  that  the 


254  HISTORY   OF   EDUCATION. 

school  books  at  present  used  in  our  schools  neither  meet  the 
intentions  of  their  authors  in  advancing  the  children  of  our 
land,  nor  present  those  children  at  the  close  of  their  school 
days  as  the  intelligent  youth  necessary  for  the  times  in  which 
they  live  and  act ;  that  the  thanks  of  this  Association  are  due 
to  the  proprietor  of  the  Missouri  Educator  for  the  liberal 
course  he  is  pursuing  in  its  enlargement  and  improvement; 
that  this  periodical,  which  is  our  only  means  of  educational 
intercourse,  must  be  sustained;  that  we  pledge  ourselves,  in- 
dividually, to  make  exertions  for  the  increase  of  its  circula- 
tion, as  well  as  to  add  to  the  contributions  for  its  pages ;  that 
it  is  expedient  and  highly  important  to  have  a  medium  of 
communication  between  teachers  and  those  who  desire  to  ob- 
tain teachers;  that  in  consideration  of  this,  the  editor  of  the 
Missouri  Educator  be  appointed  such  a  committee;  that  the 
examinations  of  our  schools  should  be  public,  and  not  private. 

(D)  A  Teachers'  Agency  Estahlished. — A  Teachers' 
Agency  was  established  at  this  meeting  and  the  editor  of  the 
"Missouri  Educator,"  Mr.  A.  Peabody,  was  made  the  man- 
ager. 

(E)  Report  of  Treasurer. — The  treasurer  reported  the 
association  out  of  debt  and  $2.40  on  hand.  Number  of  new 
members  at  the  meeting  38 ;  whole  number  of  members  174 ; 
number  present  at  this  meeting  72.  Tlie  association  adjourned 
to  meet  in  St.  Louis  July,  1860. 

5.    Fifth  Meeting: 

(A)  The  fifth  meeting  of  the  association  was  held  in  the 
high  school  building,  St.  Louis,  on  Tuesday,  Wednesday,  and 
Thursday,  July  10-11-12,  1860. 

(B)  New  Officers. — The  following  officers  were  elected 
for  the  ensuing  year:     C.  S.  Pennell,  St.  Louis,  President; 


TEACHERS'  ASSOCIATIONS.  255 

Ira  Divoll,  St.  Louis;  S.  S.  Laws,  Callaway;  W.  R.  Rothwell, 
Randolph ;  Brice  W.  Vineyard,  Platte ;  T.  J.  Henderson,  Cole ; 
W.  F.  Carter,  St.  Clair ;  J.  C.  Farnham,  Iron,  vice-presidents ; 
Wm.  T.  Harris,  St.  Louis,  recording  secretary;  Richard  Ed- 
wards, St.  Louis,  corresponding  secretary;  N.  D.  Tirrell,  St. 
Louis,  librarian;  Lucius  Kingsbury,  St.  Louis,  treasurer. 

(C)  Program. — 

Tuesday,  Evening  Session. — At  8:00,  an  Address  of 
Welcome  to  the  Association,  by  Edward  "Wyman,  President 
of  the  Board  of  Directors  of  the  St.  Louis  Public  Schools. 

At  8 :30,  A  lecture  by  C.  S.  Pennell,  President  of  the  As- 
sociation.   Subject:  "English  Literature." 

Wednesday,  Morning  Session  . — At  9 :00,  An  essay,  by 
Jas.  Martling.  Subject:  "The  Powers  of  Teachers  in  Their 
Legal  Aspect."  An  essay,  by  B.  W.  Vineyard,  President  of 
Pleasant  Ridge  College,  Weston,  Mo.  Subject:  "Normal 
Philosophy."    Report  of  Committee  on  State  Normal  Schools. 

At  11 :15,  An  essay,  by  Mrs.  Spencer  Smith,  of  St.  Louis. 
Subject:  "Progress."  Report  of  Educational  Progress  in 
different  counties. 

Afternoon  Session. — At  3  :30,  A  lecture,  by  Daniel  Reed, 
LL.  D.,  of  Madison,  Wisconsin. 

An  essay,  by  C.  F.  Childs.  Subject:  "Special  Studies 
for  Teachers." 

At  4:30,  An  essay,  by  Miss  M.  J.  Cragin.  Subject: 
"What  Constitutes  Success  in  Teaching,"  Reports  from 
counties  continued. 

Evening  Session. — At  8 :00,  A  lecture,  by  E.  C.  Wines, 
D.  D.,  President  of  City  University,  St.  Louis.  Subject: 
"Universal  Education  the  Readiest  and  the  Surest  Road  to 
Individual  and  National  Wealth." 


256  HISTORY   OF   EDUCATION. 

Thursday,  Morning  Session. — At  9 :00,  Election  of 
Officers. 

At  10:00,  A  lecture,  by  Prof.  Jas.  Love,  Liberty,  Mo, 
Subject:  "Moral  Education." 

An  essay,  by  Miss  Christie  Peabody,  Springfield,  Mo. 
Reports  from  counties  continued. 

Afternoon  Session. — At  3:30,  Reports  on  the  Defects 
of  existing  textbooks,  by  J.  C.  Parks,  Brunswick,  Mo.  Dis- 
cussion of  the  subject  presented  in  the  essay. 

Evening  Session. — At  8:00,  A  lecture,  by  Prof.  G.  C. 
Swallow. 

The  address  of  welcome  was  delivered  by  Rev.  Dr.  Porter, 
in  the  absence  of  Mr.  Edward  Wyman,  President  of  the  St. 
Louis  school  board,  and  who  was  detained  on  account  of  of- 
ficial duties.  Pres.  C.  S.  Pennell  delivered  an  address  on 
"English  Literature." 

(D)  Notes. — The  committee  on  Normal  School  submitted 
a  lengthy  report  of  their  work  during  the  past  year.  The 
committee  stated  that  they  found  no  formidable  opposition  to 
the  measure  but  that  so  many  interests  were  pressing  for 
recognition  that  they  could  not  get  the  attention  of  the  legis- 
lature until  so  late  in  the  session  that  it  was  thought  best  to 
postpone  action  until  the  next  session. 

(E)  Change  of  Time  of  Meeting. — After  some  discussion 
it  was  decided  to  change  the  time  of  meeting  from  summer  to 
winter  and  to  hold  the  next  meeting  in  St.  Louis,  December 
26,  1860. 

(F)  Treasurer's  Report. — The  treasurer's  report  showed 
a  balance  on  hand  of  $38.75.  Number  of  new  members  at  this 
meeting  20;  whole  number  254;  number  present  65.  A  roll 
of  the  entire  membership  from  the  beginning  of  the  organiza- 


TEACHERS'  ASSOCIATIONS.  257 

tion  showed  179  men  and  75  women.  Number  of  life  mem- 
bers 20. 

(G)  Delegates  to  National  Educational  Association. — The 
following  members  were  selected  as  delegates  to  attend  the 
National  Teachers'  and  Normal  School  Association  to  be  held 
in  Buffalo,  N.  Y.,  August  12 :  Messrs.  Wm.  Thompson,  Rich- 
ard Edwards,  and  Ira  DivoU. 

(H)  Resolutions. — Resolved,  That  in  addition  to  all  that 
has  been  done,  and  all  that  can  be  done,  by  the  colleges  and 
seminaries  of  the  State,  there  is  the  highest  necessity  for  a 
distinct  agency  whose  whole  purpose  and  power  shall  be  de- 
voted to  training  teachers;  that  the  increasing  influence  of 
the  Missouri  Educational  Association  is  encouraging  to  the 
friends  of  Education;  that  the  Executive  Committee  of  this 
Association  are  requested  to  petition  the  Legislature  at  its 
next  session  to  make  an  appropriation  for  the  purpose  of  de- 
fraying the  expenses  of  the  Agent  of  this  Association ;  that  in 
the  Missouri  Educator  we  recognize  a  valuable  co-laborer  in 
the  cause  of  education ;  and  earnestly  commending  it  to  teach- 
ers and  parents  as  worthy  of  their  confidence  and  support, 
we  invite  their  active  and  united  efforts  to  give  it  a  more  ex- 
tensive circulation. 

(I)  New  Officers. — The  officers  for  the  ensuing  year  were : 
James  Love,  Clay  Female  Seminary,  president;  C.  L.  Oliver, 
St.  Louis;  F.  T.  Kemper,  Westminster  College;  C.  M.  Prit- 
chett.  Central  College ;  J.  C.  Bruner,  Pleasant  Ridge  College ; 
W.  H.  Lewis,  Independence  Female  College;  J.  K.  Kidd, 
Osage  county;  A.  A.  "Wilson,  Iron  county,  vice-presidents. 
Wm.  T.  Harris,  recording  secretary;  Richard  Edwards,  cor- 
responding secretary ;  N.  D.  Tirrell,  librarian ;  Lucius  Kings- 
bury, treasurer. 

E— 17 


258  HISTORY   OF   EDUCATION. 

6.  Civil  War  Period. — For  the  years  1861-65  no  meet- 
ings were  held,  as  educational  interests  along  with  other  im- 
portant matters  were  lost  sight  of  in  the  unrest  and  chaos  of 
the  time. 

7.  Sixth  Meeting".— Reorganization. 

(A)  In  June,  1866,  the  Association  met  in  St.  Louis  and 
reorganized  by  electing  Superintendent  E.  B.  Neely  of  St. 
Joseph,  president;  all  the  county  superintendents  in  the  State, 
vice-presidents;  A.  E.  Holcomb,  secretary;  and  George  P. 
Beard,  treasurer. 

(B)  Notes. — No  detailed  record  can  be  found  of  this 
meeting ;  however,  it  was  reported  that  there  were  between  90 
and  100  teachers  present.  State  Superintendent  T.  A.  Parker 
in  his  report  for  the  year  1867  says,  that  delegates  came  from 
all  parts  of  the  State  and  that  they  gave  evidence  of  earnest, 
intelligent  and  progressive  ideas  for  the  reconstruction  of  the 
State. 

(C)  Memorial  for  the  Establishment  of  a  Normal  School. 
The  most  important  thing  done  at  this  association  was  the 
adoption  of  a  resolution  for  the  appointment  of  a  committee 
to  prepare  a  memorial  on  the  subject  of  Normal  Schools  to  be 
submitted  to  the  next  Legislature.  The  committee  was  made 
up  of  W.  T.  Harris,  Ira  Divoll,  E.  B.  Neely,  George  P.  Beard 
and  T.  A.  Parker.  This  report  is  one  of  the  most  thorough 
and  convincing  articles  on  Normal  Schools  to  be  found  in  the 
early  Missouri  school  history  and  no  doubt  had  much  to  do 
with  the  securing  of  Normal  Schools  for  the  State.  The 
memorial  in  full  is  quoted  in  the  chapter  on  Normal  Schools. 

8.  No  Meeting  in  1867. — For  some  reason  which  we  have 
been  unable  to  ascertain  no  meeting  was  held  in  the  year 
1867.    The  only  fact  to  be  learned  is  that  it  was  simply  post- 


TEACHERS'  ASSOCIATIONS.  259 

poned.  State  Superintendent  Parker  was  president  and 
George  P.  Beard  secretary  and  the  meeting  was  to  have  been 
held  in  St.  Joseph. 

9.  Seventh  Meeting : 

(A)  The  Association  met  in  St.  Louis  in  May,  1868,  with 
State  Superintendent  Parker  as  the  president.  There  were 
vice-presidents  from  each  congressional  district ;  Ira  DivoU 
was  secretary;  and  A.  J.  Higgins,  treasurer.  The  attendance 
was  about  350,  including  visitors. 

10.  Eighth  Meeting: 

(A)  The  eighth  meeting  of  the  Association  was  held  in 
St.  Louis,  in  May,  1869.  The  officers  were  Daniel  Reed,  pres- 
ident ;  F.  C.  Woodruff,  secretary ;  and  A.  G.  Abbott,  treasurer. 
No  record  of  the  program  or  any  other  facts  concerning  the 
meeting  can  be  found  except  that  the  attendance  was  esti- 
mated at  200. 

11.  Ninth  Meeting: 

(A)  The  ninth  meeting  of  the  Association  was  held  in 
Sedalia,  December  27-28-29,  1870. 

(B)  Officers. — The  officers  were :  Dr.  C.  M.  "Woodward, 
president;  M.  W.  Miller,  vice-president;  E,  C.  Clark,  secre- 
tary; and  A.  J.  Abbott,  treasurer. 

(C)  Notes. — The  principal  subject  for  discussion  was  the 
defective  school  law  and  how  to  remedy  it.  The  fact  was 
brought  out  that  hundreds  of  teachers  were  not  paid  for  their 
services  for  many  months  after  the  teaching  had  been  done, 
and  frequently  they  were  compelled  to  discount  their  war- 
rants from  five  to  twenty  per  cent  in  order  to  realize  the  cash 
on  them  at  all.  The  Association  by  resolution  urged  the  Leg- 
islature to  amend  the  law  in  such  a  manner  as  to  secure 
prompt  payment  of  the  teachers  for  their  services. 


260  HISTORY   OF   EDUCATION. 

(D)  Resolutions. — The  following  resolution  was  adopted : 
Resolved,  That  we  earnestly  recommend  to  the  Legislature 
the  passage  of  a  law  authorizing  township  organization  for 
school  purposes,  each  township  or  incorporated  town  to  consti- 
tute a  district;  said  law  to  be  submitted  by  townships  to  the 
people  for  adoption  or  rejection. 

12.  Tenth  Meeting: 

(A)  The  tenth  meeting  was  held  at  Chillicothe,  Decem- 
ber 26-29,  1871. 

(B)  Officers. — The  officers  were :  George  P.  Beard,  pres- 
ident; Lucy  J.  Maltby  and  Geo.  L.  Osborne,  secretaries;  H. 
M.  Tallman,  treasurer. 

(C)  Important  Papers. — (a)  "Normal  Schools,"  by  S. 
H.  White,  Principal  of  Normal  School,  Peoria,  Illinois,  (h) 
"Philosophy  of  Education,"  by  J.  Baldwin,  Principal  Nor- 
mal School,  Kirksville,  Mo.  (c)  "Relation  of  the  State  Uni- 
versity to  Public  Schools, ' '  by  Daniel  Reed,  LL.  D.,  Columbia. 
As  a  result  of  Dr.  Reed's  paper,  a  committee  was  appointed 
to  consider,  "The  methods  of  establishing  intimate  relations 
between  the  public  schools  and  the  higher  institutions  of  the 
state,  and  to  suggest  appropriate  legislation  and  other  appro- 
priate means." 

(D)  Normal  Schools  Established. — The  Association  noted 
with  a  great  deal  of  satisfaction  the  fact  that  Normal  Schools, 
so  ardently  and  continuously  advocated  by  the  members  of 
the  Association  since  its  organization,  had  been  established. 
One  at  Kirksville  in  1870  and  the  other  at  "Warrensburg  in 
1871. 

13.  Eleventh  Meeting: 

(A)  The  eleventh  meeting  of  the  Association  met  in 
Kirksville  on  December  26,  1872,  and  continued  in  session  for 
tvro  days. 


TEACHERS'  ASSOCIATIONS.  261 

(B)  Officers. — The  officers  for  this  meeting  were :  J.  Bald- 
win, president ;  R.  C.  Norton,  recording  secretary ;  D.  L.  Mor- 
rison, assistant  secretary;  Miss  S.  A.  Hill,  corresponding  sec- 
retary ;  one  vice-president  from  each  of  the  nine  congressional 
districts;  and  J.  M.  Greenwood,  treasurer. 

(G)  Notes  on  Meeting. — About  300  teachers  attended  this 
meeting.  It  had  been  expected  that  the  new  Normal  School 
building  would  be  ready  for  occupancy  and  that  it  would  be 
dedicated  by  the  Association  at  this  meeting;  however,  the 
building  was  not  completed  and  the  teachers  were  much  dis- 
appointed that  they  were  not  permitted  to  help  dedicate  Mis- 
souri's first  Normal  School. 

(D)  Resolutions. — Dr.  Wm.  T.  Harris,  superintendent  of 
the  St.  Louis  public  schools,  chairman  of  the  committee  on 
resolutions,  submitted  among  many  other  resolutions  the  fol- 
lowing : 

Resolved,  That  this  Association  bears  testimony  to  the 
value  of  the  National  Bureau  of  Education  as  a  means  of  col- 
lecting and  dissemination  valuable  educational  information, 
and  that  we  specially  indorse  the  labors  of  General  Eaton, 
the  United  States  Commissioner  of  Education,  as  wisely 
planned  and  ably  and  efficiently  carried  out;  that  we,  the 
teachers  of  Missouri,  in  convention  assembled,  do  hereby  re- 
spectfully express  as  our  deliberate  and  settled  conviction, 
that  in  the  approaching  session  of  the  State  Legislature,  any 
atempt  to  modifj'-  the  present  school  law  will  be  unwise  and 
detrimental  to  the  best  interests  of  education,  and  that  we 
deem  it  the  duty  of  the  friends  of  education  throughout  the 
State  to  use  their  influence  to  present,  in  the  most  favorable 
light,  this  view  to  the  representatives  of  the  people. 


262  HISTORY   OF   EDUCATION. 

14.  Twelfth  Meeting: 

(A)  In  1873  the  Association  met  in  Warrensburg  on  De- 
cember 30-31. 

(B)  Officers. — Oren  Root,  Jr.,  was  president;  C.  M. 
Woodward,  vice-president;  R.  C.  Norton,  secretary;  and  J. 
M.  Greenwood,  treasurer. 

(C)  Notes. — The  attendance  was  small,  not  more  than 
100  teachers  being  present.  Mention  is  made  of  only  one 
paper  read  at  this  meeting  and  that  by  Prof.  T.  A.  Johnston 
of  the  Kemper  School,  Boonville,  on  the  "Relation  of  Private 
Schools  to  State  Schools." 

(D)  Besohitions. — The  resolutions  recommended  the  ad- 
mission of  graduates  from  the  public  high  schools  to  the  State 
University  upon  their  certificates  of  graduation,  provided 
such  schools  carried  out  the  proper  course  of  preparatory 
study;  asked  for  the  appointment  of  a  committee  of  three  to 
consult  with  the  faculty  of  the  University  and  report  a  plan 
to  carry  the  plan  into  execution ;  recommended,  ' '  a  more  care- 
ful study  in  all  our  schools  of  the  history  and  constitution  of 
the  United  States  and  of  the  State  of  Missouri,  as  well  as  the 
general  principles  of  the  science  of  government;"  asked  the 
Legislature  to  enact  a  more  liberal  system  of  taxation  in  order 
that  more  school  houses  might  be  built;  asked  to  have  the 
school  increased  from  a  four  to  a  six  months '  term ;  recommend- 
ed that  vocal  music  be  made  one  of  the  branches  required  by 
law  to  be  taught  in  the  public  schools  of  the  State ;  asked  for 
legislation  extending  the  power  and  influence  of  the  County 
School  Commissioner;  endorsed  Gen.  John  Eaton,  United 
States  Commissioner  of  Education,  etc. 

15.  Thirteenth  Meeting: 

(A)  The  thirteenth  meeting  was  held  in  Jefferson  City, 
during  the  Christmas  holidays  in  1874.    Dr.  Geo.  L.  Osborne 


TEACHERS'  ASSOCIATIONS.  263 

was  president ;  R.  C.  Norton,  secretary ;  and  J.  M.  Greenwood, 
treasurer. 

(No  record  of  the  proceedings  of  this  or  the  next  three 
meetings  is  available  from  which  to  find  details  concerning 
them,  consequently  only  a  brief  statement  can  be  made  con- 
cerning them.) 

16.  Fourteenth  Meeting: 

(A)  The  fourteenth  meeting  of  the  Association  was  held 
in  Mexico  during  the  Christmas  holidays  in  1875.  The  officers 
were:  James  M.  Greenwood,  president;  R.  C.  Norton,  secre- 
tary; and  J.  J.  Campbell,  treasurer. 

(B)  Notes  on  Meeting. — The  sessions  were  largely  at- 
tended and  the  discussions  exceedingly  interesting.  Among 
the  more  important  topics  which  received  attention,  was  the 
revision  of  the  school  law  and  compulsory  education.  Col. 
"W.  F.  Switzler,  Col.  Jeff.  Jones,  Dr.  Geo.  L.  Osborne,  Hon.  R. 
D.  Shannon,  and  James  M.  White  took  an  important  part  in 
the  discussion. 

17.  Fifteenth  Meeting: 

(A)  In  1876  the  meeting  was  held  in  Jefferson  City. 

(B)  Officers. — R.  C.  Norton  was  president;  J.  M.  White, 
secretary;  and  J.  J.  Campbell,  treasurer. 

(C)  Change  time  of  Meeting. — This  was  the  last  winter 
meeting  for  a  number  of  years.  It  was  decided  to  change  the 
time  of  meeting  to  June. 

(D)  Notes. — The  meetings  were  held  in  the  United  States 
Court  room  and  Judge  Arnold  Krekel  was  present  and  took 
a  lively  interest  in  the  proceedings.  Dr.  S.  S.  Laws  delivered 
an  address  one  evening.  The  music  on  this  occasion  was  fur- 
nished by  Professors  Treloar  and  Uttermoehlen  of  Mexico. 


264  HISTORY   OF   EDUCATION. 

18.  Sixteenth  Meeting: 

(A)  The  sixteenth  session  was  held  in  Sedalia,  beginning 
June  26,  1877,  and  continued  three  days. 

(B)  Officers. — The  officers  were:  A.  W.  Terrell,  presi- 
dent; Miss  Grace  Bibb,  vice-president;  C.  H,  Dutcher,  secre- 
tary; and  J.  J.  Campbell,  treasurer. 

19.  Seventeenth  Meeting: 

(A)  On  June  25,  1878,  the  Association  met  in  Carthage. 

(B)  Officers. — R.  D.  Shannon,  president;  H.  W.  Prentis, 
secretary;  and  J.  U.  Barnard,  treasurer. 

(No  records  of  the  proceedings  of  this  meeting  are  avail- 
able from  which  to  find  details  and  the  same  is  true  for  the 
next  four  meetings.) 

20.  Eighteenth  Meeting: 

(A)  The  association  met  in  St.  Louis  June  24,  1870. 

(B)  Officers. — The  officers  were:  C.  H,  Dutcher,  presi- 
dent ;  John  B.  Scott,  vice-president ;  H.  "W.  Prentis,  secretary ; 
"W.  H.  Lynch,  treasurer. 

21.  Nineteenth  Meeting: 

(A)  The  nineteenth  session  was  held  in  Columbia,  begin- 
ning June  22,  1880. 

(B)  Officers. — Following  were  the  officers:  N.  J.  Mor- 
rison, president;  G.  L.  Osborne,  vice-president;  C.  M.  "Wood- 
ward, secretary;  Mrs.  Clara  Hoffman,  treasurer. 

22.  Twentieth  Meeting: 

(A)  In  June,  1881,  the  association  met  at  Sweet  Springs. 

(B)  Officers. — Dr.  F.  Louis  Soldan  was  president;  C.  M. 
Woodward,  secretary;  and  Clara  Hoffman,  treasurer. 

(C)  Sweet  Springs  Permanent  Meeting  Place  for  Ten 
Years. — The  Association  continued  to  meet  in  Sweet  Springs, 


TEACHERS'  ASSOCIATIONS.  265 

in  June,  for  a  period  of  ten  years.  This  was  its  first  experi- 
ence in  having  a  permanent  home  and  it  was  greatly  enjoyed. 
The  meetings  increased  in  interest,  efficiency  and  numbers 
each  year.    There  were  160  teachers  present  at  this  meeting. 

23.  Twenty-first  Meeting: 

(A)  "Was  held  at  Sweet  Springs  in  June,  1882. 

(B)  Officers. — Following  were  the  officers  of  this  meeting ; 
T.  R.  Booth,  president;  D.  R.  Cully,  secretary;  Clara  Hoff- 
man, treasurer. 

24.  Twenty-second  Meeting: 

(A)  This  meeting  was  held  in  June  26-27-28,  1883,  at 
Sweet  Springs. 

(B)  Officers. — Officers  were:  P.  W.  Parsons,  president; 
A.  Haynes,  secretary;  and  Mrs.  M.  V.  Neet,  treasurer. 

25.  Twenty-third  Meeting: 

(A)  The  twenty-third  meeting  of  the  association  was  held 
at  Sweet  Springs  June,  1884. 

(B)  Officers. — State  Superintendent  W.  E.  Coleman  was 
president;  Pres.  J.  P.  Blanton,  Kirksville,  vice-president; 
Prin.  J.  L.  Holloway,  Sedalia,  recording  secretary;  R.  N. 
Dunn,  Warrensburg,  railroad  secretary;  Dr.  J.  A.  Quarles, 
Lexington,  treasurer. 

(C)  Resolutions. — In  addition  to  the  usual  resolutions  of 
thanks,  the  association  recognized  the  value  of  private  schools 
in  the  work  of  education  and  their  increasing  interest  in  the 
meetings  and  work  of  the  association;  noted  the  increasing 
efficiency  and  popularity  of  the  State  University,  and  request- 
ed the  Legislature  to  make  larger  appropriations  for  its  sup- 
port ;  endorsed  the  State  Normal  Schools  and  their  work,  and 
asked  for  liberal  appropriations  from  the  state ;  complimented 
the  efficiency  of  the  public  schools  because  of  the  employment 


266  HISTORY   OF   EDUCATION. 

of  better  methods  of  instruction,  a  better  system  of  grading 
in  the  towns  and  villages,  more  convenient,  commodious  and 
sightly  school  houses;  asked  to  have  the  minimum  length  of 
school  term  increased  from  four  to  six  months  per  year;  the 
establishment  of  normal  institutes  by  law,  and  that  teachers 
be  required  to  attend  them. 

(D)  School  of  Science  and  Pedagogy. — A  special  resolu- 
tion was  passed  by  the  association  favoring  the  creation  of  a 
"School  of  Sienee  and  Pedagogy,"  and  a  committee  was  ap- 
pointed to  draw  a  plan  for  such  a  school.  The  committee  con- 
sisted of  J.  S.  McGhee,  Chairman;  Geo.  L.  Osborne  and  J. 
M.  Greenwood. 

26.    Twenty-fourth  Meeting: 

(A)  The  twenty-fourth  session  of  the  association  was 
held  June  24-25-26,  1885. 

(B)  Officers. — The  following  officers  were  in  charge :  Nel- 
son B.  Henry,  Cape  Giradeau,  president;  R.  D.  Shannon, 
Louisiana,  vice-president;  Fred  V.  Loose,  New  London,  secre- 
tary; L.  B.  Coates,  Hamilton,  assistant  secretary;  G.  W. 
Krall,  St.  Louis,  railroad  secretary;  Dr.  J.  A.  Quarles,  Lex- 
ington, treasurer;  J.  L.  Holloway,  Sedalia,  superintendent  of 
display. 

(C)  Notes  on  Program. — At  this  meeting  the  display  of 
school  work  attracted  considerable  attention;  county  super- 
vision was  discussed  and  its  adoption  recommended ;  teachers ' 
reading  circles  were  advocated. 

(D)  ScJiool  of  Science  and  Pedagogy. — Immediately  fol- 
lowing the  adjournment  of  the  State  Association  the  first  ses- 
sion of  the  School  of  Science  and  Pedagogy  convened.  The 
School  enrolled  thirty  students,  among  whom  were  some  of 
Missouri's  best  city  superintendents,  town  principals,  presi- 


TEACHERS'  ASSOCIATIONS.  267 

dents  of  private  schools  and  the  members  of  the  faculties  of 
the  University  and  Normals.  A  regular  daily  program  was 
made  and  carried  on  throughout  the  session  as  follows:  1. 
Mental  Science,  S.  S.  Laws,  president  of  Missouri  University. 
2.  Pedagogies,  Joseph  Baldwin,  president  of  Sam  Houston 
Normal  School,  Huntsville,  Texas.  3.  English  Language, 
Edward  A.  Allen,  professor  of  English,  Missouri  University. 
4.  Chemistry,  T.  Berry  Smith,  professor  of  natural  science, 
Pritchett  Institute,  Glasgow,  Mo.  5.  Geology,  A.  Haynes, 
president  of  Cooper  Institute,  Boonville,  Mo.  6.  Astronomy, 
Joseph  Ficklin,  professor  of  mathematics,  Missouri  Univer- 
sity. 7.  Elocution,  D.  M.  Brewer,  professor  of  elocution, 
New  Orleans,  Louisiana. 

State  Superintendent  W.  E.  Coleman  says  in  his  report 
concerning  this  session:  "The  success  attending  the  School 
of  Science  and  Pedagogy  during  its  first  session  was  such  as 
to  encourage  its  originators  and  supporters  to  continue  their 
efforts;  and  they  have  arranged  to  hold  another  session  at 
Sweet  Springs  next  summer,  immediately  after  the  close  of  the 
State  Teachers'  Association." 

The  second  session  was  held  as  planned  and  a  very  full 
account  of  it  may  be  found  in  Superintendent  Coleman's  re- 
port for  1886. 

27.    Twenty-fifth  Meeting: 

(A)  The  Association  met  June  22-2.3-24,  1886,  at  Sweet 
Springs. 

(B)  Officer's. — The  officers  were:  Anthony  Haynes, 
Boonville,  president;  John  T.  Buchanan,  Kansas  City,  vice- 
president;  J.  L.  Holloway,  Sedalia,  secretary;  I.  C.  McNeill, 
Kansas  City,  railroad  secretary ;  Dr.  J.  A.  Quarles,  Lexington, 
treasurer;  C.  E.  Ross,  Kirksville,  and  Miss  Ida  Carhart,  War- 
rensburg,  superintendents  of  display. 


268  HISTORY   OF   EDUCATION. 

(C)  Notes. — Dr.  A.  D.  Mays,  of  Boston,  addressed  the 
Association  on  "Some  things  the  people  expect  of  the  Teach- 
ers." The  papers  and  discussions  were  of  a  high  order  as  is 
indicated  by  an  extended  report  given  in  the  Missouri  School 
Journal. 

(D)  Resolutions. — The  resolutions  urged  the  teachers  of 
Missouri  to  attend  .the  National  Educational  Association  to 
be  held  in  Topeka,  Kansas,  in  July  of  that  year;  endorsed 
county  supervision  and  urged  the  enactment  of  a  law  by  the 
next  General  Assembly  establishing  it.  W.  T.  Carrington  was 
appointed  a  committee  of  one  to  interest  the  members  of  the 
Legislature  and  if  possible  secure  the  passage  of  a  satisfac- 
tory law. 

28.    Twenty-sixth  Meeting: 

(A)  The  twenty-sixth  session  was  held  June  21-22-23, 
1887,  at  Sweet  Springs. 

(B)  Officers. — H.  K,  Warren,  Hannibal,  president;  J. 
Black,  vice-president;  R.  E.  Oldliam,  Jefferson  City,  secre- 
tary; G.  B.  Longan,  Kansas  City,  railroad  secretary;  A.  F. 
Fleet,  Columbia,  treasurer;  Silas  Dinsmore,  Kirksville,  super- 
intendent of  display, 

(C)  Resolutions. — The  resolutions  urged  the  adoption  of 
county  supervision ;  recommended  teaching  the  effects  of  alco- 
holic stimulants  and  narcotic  poisons  on  the  human  system; 
urged  Senators  and  Representatives  in  Congress  to  secure  the 
passage  of  the  "Blair  Bill"  rendering  national  aid  to  the  cause 
of  education. 

(D)  Report  of  Committee  on  Relation  of  High  Schools 
and  Universities. — At  the  meeting  in  1886  a  committee  consist- 
ing of  W.  D.  Dobson,  J.  Fairbanks,  J.  M,  Greenwood,  J.  L. 
Holloway,  and  T.  R.  Vickory,  was  appointed  to  confer  with 


TEACHERS'  ASSOCIATIONS.  269 

Drs.  Allen,  Ficklin,  Fisher,  Laws,  and  Smith  of  the  Univer- 
sity, ' '  to  bring  about  a  mutual  adjustment  and  more  intimate 
union  of  the  high  schools  and  University  systems  in  the 
State."  The  committee  was  aided  by  Superintendents  H.  K. 
Warren  and  W.  E.  Coleman.  The  committee  reported  a  plan 
by  which  the  University  could  discontinue  its  two  years'  pre- 
paratory work,  the  same  to  be  done  by  the  public  high  schools, 
and  upon  its  satisfactory  completion,  the  students  were  to 
be  admitted  to  the  University  on  their  certificates  or  diplomas. 
The  report  is  quoted  in  the  chapter  on  Secondary  Schools. 

29.  Twenty-seventh  Meeting: 

(A)  The  twenty-seventh  session  of  the  Association  was 
held  in  June,  1888,  at  Sweet  Springs. 

(B)  Officers. — ^W.  T.  Carrington,  Springfield,  president; 
H.  W.  Prentis,  St.  Louis,  vice-president;  W.  D.  Christian, 
Paris,  secretary;  Miss  Effa  Barrick,  Sedalia,  assistant  secre- 
tary; Jno.  T.  Buchanan,  Kansas  City,  railroad  secretary;  T. 
Berry  Smith,  Fayette,  treasurer;  H.  F.  Triplett,  Sweet 
Springs,  superintendent  of  display. 

(G)  Notes. — This  meeting  was  largely  attended  and  was 
highly  successful.  The  papers  and  discussions  were  of  a  high 
order,  and  the  interest  never  flagged  from  opening  until  final 
adjournment.  The  county  commissioners  held  their  fourth 
annual  session  at  the  same  time  and  place  and  it  also  was  well 
attended. 

30.  Twenty-eighth  Meeting: 

(A)  The  twenty-eighth  session  of  the  association  was  held 
at  Sweet  Springs  the  18th,  19th,  and  20th  of  June,  1889. 

(B)  Officers. — Following  are  the  ofiicers :  Dr.  S.  S.  Laws, 
Columbia,  president;  A.  J.  Wray,  Lamar,  vice-president;  L. 
E.  Wolfe,  Moberly,  secretary;  Miss  Barbara  Mullen,  Moberly, 


270  HISTORY   OF   EDUCATION. 

assistant  secretary;  W.  J.  Hawkins,  Nevada,  treasurer;  J.  M. 
Shelton,  Kansas  City,  railroad  secretary;  A.  Haynes,  Boon- 
ville,  superintendent  of  exhibit. 

(C)  Resolutions. — The  association  by  resolutions  recom- 
mended a  uniform  course  of  study  for  the  country  schools; 
asked  that  the  "Commissioner  of  Education"  be  made  a  mem- 
ber of  the  president's  cabinet;  a  strong  resolution  endorsing 
and  commending  Dr.  S.  S.  Laws,  retiring  president  of  the 
association  and  also  of  the  State  University,  was  adopted. 

31.     Twenty-ninth  Meeting: 

(A)  The  29th,  and  last  session  of  the  association  held  at 
Sweet  Springs,  began  June  26,  1890,  and  closed  June  28. 

(B)  Officers. — The  officers  were  as  follows:  W.  D.  Dob- 
son,  Carrollton,  president;  L.  W.  Wolfe,  Moberly,  vice-presi- 
dent; W.  H.  Martin,  Harrisonville,  secretary;  Miss  Lizzie 
Allen,  Harrisonville,  assistant  secretary ;  C.  H.  Dutcher,  War- 
rensburg,  railroad  secretary;  T.  Berry  Smith,  Fayette,  treas- 
urer; A.  Haynes,  Boonville,  manager  teachers'  bureau. 

(C)  Notes. — For  ten  years  the  association  met  at  Sweet 
Springs,  but  owing  to  a  change  in  the  management  and  plans 
of  the  proprietors,  it  became  necessary  to  go  elsewhere,  and 
hence  Pertle  Springs,  Johnson  County,  was  chosen  as  the 
place  of  meeting  for  1891. 

(D)  Resolutions. — The  erystalized  thought  of  this  meet- 
ing, as  expressed  in  the  resolutions  adopted,  was  against  un- 
derbidding among  teachers,  the  appointment  of  a  committee 
of  three  to  co-operate  with  the  state  superintendent  in  all  mat- 
ters pertaining  to  school  legislation;  favored  "articulation" 
of  the  public  and  private  high  schools  of  the  State  with  the 
State  University ;  recommended  the  establishment  in  each  state 
normal  school  of  a  "well  ordered  school  of  observation  and 


TEACHERS'  ASSOCIATIONS.  271 

practice"  in  which  normal  graduates  might  be  trained  in  the 
art  of  teaching;  endorsed  a  uniform  and  efficient  system  of 
county  supervision;  asked  the  passage  of  a  law  which  would 
assure  the  right  of  every  child  to  a  common  school  education 
and  properly  restrict  the  employment  of  children. 

32.  Thirtieth  Meeting: 

(A)  The  thirtieth  session  of  the  association,  and  the  first 
held  at  Pertle  Springs,  began  June  23  and  closed  the  25th, 
1891. 

(B)  Officers.— The  officers  were:  A.  F.  Fleet,  Mexico, 
president;  J.  T.  Buchanan,  Kansas  City,  vice-president;  A. 
S.  Coker,  Fredericktown,  secretary;  Miss  Susie  Watts,  Bonne 
Terre,  assistant  secretary;  J.  R.  Kirk,  Kansas  City,  railroad 
secretary;  T.  Berry  Smith,  Fayette,  treasurer. 

(C)  Notes  on  Program. — At  this  meeting  the  system  of 
Teachers'  Institutes  and  Training  School  recently  established 
by  law  was  thoroughly  and  earnestly  discussed.  The  meeting 
was  enthusiastic  and  the  attendance  very  large,  fully  900 
being  present. 

(D)  Resolutions. — The  resolutions  eulogized  the  past 
management  of  the  University,  indorsed  the  further  policy 
outlined  by  President  Jesse,  thanked  the  press  of  the  State 
and  memorialized  the  world's  fair  commission  for  sufficient 
funds  to  make  a  good  education  exhibit. 

33.  Thirty-first  Meeting: 

(A)  The  thirty-first  meeting  was  held  at  Pertle  Springs 
June  21-23,  1892. 

(B)  Officers. — The  officers  were:  W.  J.  Hawkins,  Ne- 
vada, president;  J.  H.  Malugen,  Piedmont,  vice-president, 
A.  L.  Whitaker,  Kirkwood,  secretary;  T.  Berry  Smith,  Fay- 
ette, treasurer. 


272  HISTORY   OF   EDUCATION. 

(C)  Notes. — This  meeting  was  not  so  largely  attended  as 
the  year  previous,  but  was  fully  as  successful  as  any  previous 
meeting. 

(D)  State  Training  School. — On  the  adjournment  of  the 
association  the  second  annual  session  of  the  State  Training 
School  was  opened  for  ten  days'  work  in  the  Warrensburg 
Normal  School  building. 

(E)  Resolutions. — The  resolutions  urged  the  adoption  of 
county  supervision ;  a  complete  system  articulation  from  com- 
mon schools  to  university,  based  upon  a  higher  standard  of 
admission  to  the  State  Normal  Schools  and  University. 

(a)  Educational  Committee. — The  resolutions  authorized 
the  appointment  of  an  Educational  Committee  consisting  of 
one  from  each  congressional  district  at  large,  the  State  Super- 
intendent and  president  elect  of  the  association.  It  was  the 
duty  of  this  committee  to  embody  the  recommendations  of  the 
association  in  the  form  of  a  bill  to  be  laid  before  the  Legisla- 
ture; to  inaugurate  and  take  charge  of  a  pupil's  reading  cir- 
cle, a  teachers'  reading  circle,  university  extension,  and  the 
celebration  of  Columbus  Day,  Oct.  12,  1892;  to  recommend 
changes  in  the  school  law,  prepare  an  educational  policy  to  be 
discussed  at  the  association  in  1893,  to  establish  and  locate 
two  or  more  additional  holiday  associations.  The  treasurer 
was  authorized  to  pay  the  expenses  of  the  Educational  Com- 
mittee not  to  exceed  $100. 

(h)  Educational  Commission. — The  resolutions  requested 
the  37th  General  Assembly  to  appoint  an  educational  com- 
mission, the  members  to  be  representatives  of  various  occu- 
pations and  professions,  to  consider  all  educational  interests 
and  prepare  bills  for  subsequent  Legislation. 


TEACHERS'  ASSOCIATIONS.  273 

34.    Thirty-second  Meeting: 

(A)  The  thirty-second  meeting  was  held  at  Pertle  Springs 
June  19-20-21,  1894,  and  was  largely  attended,  no  interest 
being  lost  by  reason  of  the  failure  to  meet  the  previous  year. 

(B)  Officers. — The  officers  were  the  ones  which  were  to 
have  served  at  the  meeting  of  1893,  namely :  W.  H.  Prentis, 
St.  Louis,  president;  W.  J.  Stevens,  Webb  City,  vice-presi- 
dent; A.  R.  Morgan,  Memphis,  secretary;  J.  R.  Kirk,  West- 
port,  railroad  secretary;  J.  P.  Gass,  Fulton,  treasurer. 

(C)  Resolutions. — The  resolutions  recormnended  the  es- 
tablishment of  two  more  Normal  Schools,  one  in  the  North- 
west, the  other  in  the  Southwest  part  of  the  State ;  asked  for 
the  establishment  of  an  institution  for  feeble-minded  chil- 
dren ;  again  urged  the  establishment  of  efficient  county  super- 
vision; favored  the  enrichment  of  the  course  of  study,  the 
teaching  of  elementary  natural  phenomena;  recommended  the 
colleges  perform  college  work,  omitting  secondary  work  on 
the  one  hand  and  University  work  on  the  other ;  recommended 
the  report  of  the  "committee  of  ten;"  urged  the  purchase 
of  a  school  library  by  every  school  district;  authorized  the 
appointment  of  a  committee  of  three  to  make  recommenda- 
tions in  regard  to  a  teachers'  reading  circle;  favored  an  in- 
stitute law  that  can  be  put  into  effective  operation. 

35.     Thirty-third  Meeting: 

(A)  In  1895  the  association  convened  at  Pertle  Springs 
June  18,  and  continued  in  session  three  days. 

(B)  Officers. — Following  were  officers:  J,  T.  Muir,  Mo- 
berly,  president;  J.  M.  White,  Carthage,  vice-president;  L. 
J.  Hall,  Montgomery  City,  secretary;  F.  D.  Tharpe,  Kansas 
City,  railroad  secretary;  E.  D.  Luckey,  St.  Louis,  treasurer. 

(C)  Eesolutions. — The  resolutions  congratulated  the  state 

E— 18 


274  HISTORY   OF   EDUCATION. 

"upon  the  certain  though  gradual  advancement  of  all  its 
educational  institutions;"  re-affirmed  faith  in  the  institute, 
not  as  a  school,  but  as  a  means  of  inspiration;  urged  the  re- 
organization of  teachers'  reading  circle;  authorized  the  ap- 
pointment of  a  committee  of  nine  to  recommend  a  plan  for 
classifying  the  colleges  and  universities,  the  requirements  for 
college  entrance,  and  to  recommend  a  course  for  secondary 
schools  leading  to  college  entrance;  endorsed  the  deaf  and 
dumb  school,  the  industrial  home  for  girls,  the  reform  school 
for  boys,  and  the  establishment  of  a  school  for  the  feeble- 
minded. 

36.    Thirty-fourth  Meeting: 

(A)  The  thirty-fourth  session  of  the  association  was  held 
at  Pertle  Springs,  June  23-24-25,  1895. 

(B)  Officers. — J.  M.  White,  Carthage,  president;  Dr.  W. 
H.  Black,  Marshall,  vice-president;  E.  D.  Luckey,  St.  Louis, 
secretary;  F.  D.  Tharpe,  Kansas  City,  railroad  secretary;  J. 
A.  Merrill,  Warrensburg,  treasurer. 

(C)  Notes. — The  report  of  this  meeting  says  among  other 
things,  "clearly  we  are  each  year  gaining  a  more  adequate 
conception  of  the  correlation  of  studies  in  schools  as  well  as 
the  relation  of  our  several  kinds  of  institutions  to  one  another. 
Better  scholarship  and  higher  culture  seem  to  be  manifest  in 
the  Missouri  State  Teachers'  Association." 

(D)  Report  of  Committee  of  Nine. — At  this  meeting  the 
committee  of  nine  submitted  an  admirable  report  which  was 
adopted  by  the  association.  This  report  relates  to  the  Mis- 
souri College  Union,  and  will  be  found  in  that  chapter. 

(E)  Resolutions. — The  resolutions  recommended  that  no 
person  should  be  allowed  to  instruct  in  an  institute  unless  he 
held  a  state  certificate  to  teach;  approved  of  a  "National  Col- 


TEACHERS'  ASSOCIATIONS.  275 

lege  for  the  blind;"  again  urged  the  adoption  of  efficient 
county  supervision,  and  recommended  the  establishment  as  a 
permanent  feature  beginning  with  the  next  annual  meeting 
of  a  "Horace  Mann  Memorial  Evening,"  and  that  "all  of 
the  exercises  of  such  evening  be  confined  to  addresses  and  dis- 
cussions upon  the  character,  work,  and  influence  of  America's 
first  and  greatest  educational  reformer."  It  was  also  recom- 
mended that  a  press  secretary  be  appointed  to  report  the  pro- 
ceedings of  the  association. 

(F)  Change  Time  of  Meeting. — At  this  meeting  the  as- 
sociation decided  to  change  the  time  of  meeting  from  June  to 
December,  during  the  Christmas  holidays,  and  to  hold  the 
next  meeting  in  Sedalia. 

37.    Thirty-fifth  Meeting: 

(A)  Though  only  six  months  had  elapsed  since  the  34th 
session,  this  session  was  fully  up  to  the  high  standard  of  its 
predecessors.  The  attendance  was  large  and  enthusiastic.  It 
was  held  in  Sedalia,  December  29-30-31,  1896. 

(B)  Officers. — W.  H.  Martin,  Lamar,  president;  J.  S. 
McGhee,  Cape  Girardeau,  vice-president;  J.  A.  Whiteford, 
Moberly,  secretary;  G.  V.  Buchanan,  Sedalia,  railroad  secre- 
tary; J.  A.  Merrill,  Warrensburg,  treasurer. 

(C)  Addresses. — The  first  evening  was  devoted  to  papers 
and  discussions  upon  the  life,  character,  work  and  influence 
of  Horace  Mann,  as  agreed  upon  at  the  close  of  the  34th  ses- 
sion. On  the  second  evening,  a  lecture  was  delivered  by  Dr. 
Nicholas  Murray  Butler,  of  New  York,  on  "Scientific  Study 
of  Education." 

(D)  Committee  on  Supervision. — A  committee  was  ap- 
pointed to  draft  a  bill  for  county  supervision  and  work  for  its 
adoption. 


276  HISTORY   OF   EDUCATION. 

(E)  New  Constitution. — The  association  adopted  a  new 
constitution. 

(F)  Resolutions. — The  resolutions  asked  for  a  law  estab- 
lishing county  supervision;  asked  for  the  adoption  of  mental 
arithmetic  by  the  Test-book  commission;  recommended  that 
the  law  be  so  amended  that  the  State  Superintendent  could 
make  his  annual  report  to  the  Governor  on  December  1  of  each 
year,  said  report  to  have  not  less  than  500  pages,  and  that 
20,000  copies  be  printed  and  distributed  each  year;  opposed 
any  legislation  that  would  give  diplomas  of  private  schools 
the  force  of  teachers '  certificates ;  urged  the  adoption  of  a  new 
state  constitution;  and  expressed  deepest  sympathy  for  the 
Armenians  and  Cubans  in  their  contest  for  liberty  and  inde- 
pendence. 

38.    Thirty-sixth  Meeting : 

(A)  The  36th  session  met  in  the  Hall  of  the  House  of 
Representatives,  Jefferson  City,  December  28-29-30,  1897. 

(B)  Officers. — The  following  were  the  officers:  Hon. 
John  E.  Kirk,  Jefferson  City,  president;  E.  D.  Luckey,  St. 
Louis,  vice-president;  L.  W.  Rader,  Carrollton,  corresponding 
secretary;  Mrs.  Lucy  B,  Fulton,  Chillicothe,  recording  secre- 
tary; F.  D.  Tharpe,  Kansas  City,  railroad  secretary;  J.  A. 
Merrill,  Kansas  City,  treasurer. 

(C)  Notes. — This  was  one  of  the  most  largely  attended 
meetings  in  the  history  of  the  association,  fully  1,200  being 
present,  not  more  than  half  of  whom  enrolled  and  paid  the 
membership  fee.  The  railroads  for  the  first  time  in  many  years 
granted  a  rate  of  one  fare  for  the  round  trip.  This,  together 
with  a  very  attractive  program,  and  opportunity  to  visit  the 
State  Capitol  and  attend  the  reception  at  the  Mansion  ten- 
dered the  teachers  by  Governor  and  Mrs.  Stephens,  attracted 
the  teachers  from  all  parts  of  the  state. 


TEACHERS'  ASSOCIATIONS.  277 

(D)  Addresses. — The  most  popular  speakers  among  the 
men  were  Drs.  J.  M,  Greenwood,  R.  H.  Jesse,  W.  H.  Black 
and  Maj.  J.  B.  Merwin;  among  the  women,  ]\Iisses  Mary  Mc- 
Culloch,  Louise  E.  Litsinger  and  Mrs.  Lucy  Fitch  Perkins  of 
Chicago.  The  program,  while  of  a  high  order,  was  greatly 
over  crowded.     Many  excellent  papers  were  not  read  in  full. 

(E)  Resolutions. — The  resolutions  urged  the  formation 
of  local  historical  societies  in  each  county  of  the  state  and 
that  all  valuable  information  of  a  historical  nature  be  col- 
lected and  deposited  at  the  county  seats ;  recognized  the 
school  for  the  blind,  St.  Louis,  and  for  the  deaf  and  dumb  at 
Fulton,  as  parts  of  the  state  system  of  public  education;  en- 
dorsed the  efforts  of  all  the  state  educational  institutions  for 
greater  usefulness ;  recommended  the  enactment  of  a  law  re- 
quiring that  the  elements  of  the  science  of  agriculture  and 
horticulture  be  included  among  the  subjects  to  be  taught  in 
the  public  schools  of  Missouri;  endorsed  county  supervision 
and  authorized  the  appointment  of  a  committee  to  assist  the 
State  Superintendent  in  urging  the  passage  of  such  a  law; 
endorsed  the  report  of  the  committee  of  twelve  and  authorized 
the  State  Superintendent  to  secure  and  distribute  20,000 
copies  among  the  teachers  of  the  state  at  an  expense  not  to 
exceed  $90. 

39.     Thirty-seventh  Meeting: 

(A)  The  thirty-seventh  meeting  was  held  at  Jefferson 
City,  December  28-29-30,  1898. 

(B)  Officers. — E.  D.  Luckey,  St.  Louis,  president;  V.  E. 
Halcomb,  Liberty,  vice  president;  H.  E.  DuBois,  Trenton, 
corresponding  secretary;  J.  U.  White,  Jefferson  City,  rail- 
road secretary;  J.  A.  Merrill,  Kansas  City,  treasurer. 

(C)  Missouri  School  Board  Association. — The  Missouri 


278  HISTORY   OF   EDUCATION. 

School  Board  Association  was  also  in  session,  holding  their 
meetings  in  the  Senate  Chamber.  While  the  attendance  of 
school  directors  was  quite  small  the  interest  was  excellent,  the 
papers  and  discussion  being  of  a  high  order,  reflecting  much 
credit  on  their  authors. 

(D)  Addresses. — The  following  distinguished  visitors 
were  present  and  took  part:  Dr.  Luckey  of  the  University 
of  Nebraska,  Mr.  George  William  Bruce,  editor  of  the  Ameri- 
can School  Board  Journal,  Milwaukee,  Wisconsin;  and  Miss 
Florence  Holbrook,  principal  of  the  Forestville  school,  Chi- 
cago. 

(E)  Resolutions. — The  resolutions  reiterated  the  as- 
sociation's endorsement  of  county  supervision;  noted  with 
pride  the  growth  of  secondary  education  in  Missouri  and  the 
work  of  the  Missouri  College  Union  in  heartily  co-operating 
with  the  public  school  system.  They  expressed  the  belief 
that  the  educational  welfare  of  the  state  would  be  promoted 
by  a  permanent  provision  for  the  maintenance  of  the  univers- 
ity of  the  state  and  the  state  normal  schools,  which  provision 
shall  be  commensurate  with  the  growth  and  development  of 
the  state;  by  the  operating  of  the  university  in  all  of  its 
academic  work  throughout  the  year  in  accordance  with  the 
recommendation  of  the  board  of  visitors ;  by  the  recent  action 
of  the  board  or  curators  in  making  tuition  free ;  by  the  ample 
equipment  of  a  complete  model  or  training  department  in 
each  of  the  state  normal  schools ;  by  the  encouragement  of  the 
formation  of  joint  district  high  schools  through  state  aid  and 
the  improving  of  the  weaker  high  schools  already  existing 
through  limited  state  aid  conditioned  upon  the  per  cent  of 
local  taxation  for  school  purposes;  by  the  separation  of  the 
licensing  power  from  the  instruction  feature  in  the  county 


TEACHERS'  ASSOCIATIONS.  279 

institutes;  by  a  provision  by  which  boards  may  furnish  text- 
books free  to  the  pupils;  and  by  state  supervision  of  degree 
conferring  institutions. 

40.     Tliirty-eighth  Meeting: 

(A)  The  session  was  held  in  Jefferson  City,  December 
28-29-30,  1899. 

(B)  Officers. — The  officers  were:  Dr.  R.  H.  Jesse,  Co- 
lumbia, president;  Lee  W.  Rood,  Caruthersville,  vice  presi- 
dent, Oliver  Stigall,  Chillicothe,  corresponding  secretary; 
Miss  Marie  L.  Turner,  Clayton,  recording  secretary;  W.  J. 
Hawkins,  Kansas  City,  railroad  secretary;  E.  D.  Luckey,  St. 
Louis,  treasurer. 

(C)  Notes. — The  first  two  days  of  the  session  were  de- 
voted to  reading  and  discussing  papers  and  the  last  in  a 
visit  to  the  State  University  at  Columbia,  JNIissouri.  More 
than  six  hundred  teachers  availed  themselves  of  the  op- 
portunity to  visit  the  University,  returning  to  Jefferson  City 
and  to  their  homes  in  the  evening. 

(D)  Resolutions. — The  resolutions  pledged  the  promot- 
ers of  the  Louisiana  Purchase  Exposition,  St.  Louis,  hearty 
support,  and  recommended  an  appropriation  by  the  General 
Assembly  of  a  sum  sufficient  to  insure  an  appropriate  educa- 
tional exhibit  and  capable  superintendence  thereof;  endorsed 
the  Federation  of  Woman 's  Clubs  of  Missouri ;  endorsed  the 
introduction  of  manual  training  and  industrial  economy  in 
the  public  schools  above  the  sixth  grade ;  favored  legislation 
prohibiting  the  employment  of  teachers  related  to  the  board 
by  blood  or  marriage;  favored  all  rational  movements  for 
good  roads;  declared  in  favor  of  raising  the  academic  stand- 
ard in  the  Normal  Schools  and  the  exclusion  of  all  subnormal 
subjects  from  curricula  of  such  schools. 


280  HISTORY   OF   EDUCATION. 

41.    Thirty-ninth  Meeting: 

(A)  The  association  met  in  Jefferson  City  December  26, 
1900,  for  a  three  days'  session. 

(B)  Officers,— Br.  W.  H.  Black,  Marshall,  president ;  H. 
D.  Demand,  Lexington,  vice  president;  J.  H.  Markley, 
Albany,  secretary;  W.  J.  Hawkins,  Kansas  City,  railroad  sec- 
retary; E.  D.  Luckey,  St.  Louis,  treasurer.  The  Executive 
Committee  provided  for  in  the  constitution  was  as  follows: 
for  six  years,  Oliver  Stigall,  Chillicothe,  and  Geo.  H.  Howe, 
Warrensburg;  for  four  years,  Geo.  T.  Murphy,  St.  Louis, 
and  Lee  W.  Rood,  Caruthersville ;  for  two  years,  J.  A.  Mer- 
rill, Kansas  City  and  W.  H.  Lynch,  Mountain  Grove. 

(C)  Addresses. — The  speakers  from  abroad  at  this  meet- 
ing were  Booker  T.  Washington,  Tuskegee,  Alabama,  and  Dr. 
A.  F.  Nightingale,  Chicago.  The  program,  though  crowded, 
was  never  excelled  and  most  of  those  on  duty  were  present. 

(D)  Resolutions. — The  association  by  resolution  de- 
clared in  favor  of  a  uniform  method  of  examining  teachers 
and  granting  certificates;  favored  shortening  the  time  for 
county  institutes  and  devoting  the  entire  attention  to  pro- 
fessional subjects;  recommended  the  establishment  of  ap- 
proved summer  schools  and  the  encouragement  of  teachers  to 
attend  them;  favored  the  consolidation  of  districts  and  the 
establishment  of  rural  high  schools;  declared  in  favor  of 
State  aid  in  the  establishment  and  maintenance  of  free  high 
schools  in  rural  and  village  districts;  asked  for  the  appoint- 
ment of  a  committee  of  three  to  co-operate  with  the  State 
Superintendent  in  urging  the  exaotment  of  laws  recommend- 
ed by  the  association ;  and  favored  the  establishment  of  in- 
tellectual contests  between  the  educational  institutions  in  the 
state. 


TEACHERS'  ASSOCIATIONS.  281 

42.    Fortieth  Meeting: 

(A)  The  fortieth  meeting  of  the  association  was  held  in 
Kansas  City  December  26-27-28,  1901. 

(B)  Officers. — The  officers  were  as  follows :  W.  S.  Dear- 
mont,  Cape  Girardeau,  president;  S.  A.  Underwood,  Kansas 
City,  vice-president;  W.  J.  Stephens,  St.  Louis,  secretary;  W. 
J.  Hawkins,  St.  Louis,  railroad  secretary;  D.  L.  Roberts, 
Neosho,  treasurer. 

(G)  Reading  Circle  Board. — The  Reading  Circle  Board 
were:  J.  R.  Kirk,  Kirksville;  G.  V.  Buchanan,  Sedalia;  J. 
U.  White,  Brookfield;  W.  T.  Carrington,  Jefferson  City,  and 
W.  S.  Dearmont,  Cape  Girardeau. 

(D)  Resolutions. — The  resolutions  favored;  incorporat- 
ing literature,  art  and  nature  study  into  the  course  of  study; 
the  introduction  of  manual  training  and  domestic  economy 
into  both  elementary  and  secondary  schools;  the  teaching  of 
the  elements  of  agriculture  in  rural  schools  by  text-books  and 
laboratory  methods;  the  work  of  the  "college  union"  in 
articulating  the  secondary  and  higher  educational  institu- 
tions; the  efforts  to  unify  the  work  of  the  State  Normal 
Schools;  the  proposed  constitutional  amendment  which  pro- 
vides for  the  reinvestment  of  the  State  school  and  seminary 
funds  at  the  same  rate  of  interest,  as  the  certificates  of  in- 
debtedness fall  due;  the  proposed  constitutional  amendment 
to  raise  the  limit  of  tax  levy  in  St.  Louis,  Kansas  City,  and 
St.  Joseph  from  forty  cents  to  sixty  cents  on  the  $100  assessed 
valuation;  the  labors  of  the  committee  of  three  appointed 
a  year  ago  in  behalf  of  "Child  Labor  and  ComDulsory  At- 
tendance;" The  laws  passed  by  the  last  General  Assembly: 
(a)  Relating  to  school  libraries;  (b)  providing  for  the  con- 
solidation of  school  districts  and  establishing  central  high 


282  HISTORY   OF   EDUCATION. 

schools;  (c)  divorcing  the  county  institutes  and  teachers'  ex- 
aminations and  providing  uniform  and  simultaneous  ex- 
aminations throughout  the  State;  (d)  creating  county  boards 
with  authority  to  secure  uniformity  in  grading  and  classify- 
ing rural  schools  and  to  adopt  a  course  of  study  therefor. 

(E)  Declaration  of  Principles. — No  one  should  be  em- 
ployed to  teach  who  has  not  made  special  preparation  for 
teaching;  the  State  should  control  and  maintain  liberally, 
institutions  whose  object  is  the  training  of  teachers;  the 
public  school  system  should,  so  far  as  possible,  offer  equal 
opportunities  to  children  in  remote  rural  districts  and  in 
centers  of  population ;  the  entire  property  of  the  State  should 
be  taxed  as  nearly  uniformly  as  possible  to  support  public 
schools;  a  large  part  of  the  local  school  support  should  be 
by  local  taxation  in  order  that  communities  maintain  deep 
interest  in  their  schools;  the  amount  derived  from  a  uniform 
State  tax  and  income  on  the  permanent  funds  should  be  in- 
creased instead  of  decreased. 

43.    Forty-first  Meeting: 

(A)  The  forty-first  meeting  of  the  Association  was  held 
in  St.  Louis,  December  29-30-31,  1902. 

(B)  Officers. — The  officers  of  the  meeting  were:  Supt. 
J.  A.  Whiteford,  president;  Supt.  Ben.  Blewett,  St.  Louis, 
vice  president ;  J.  B.  Hale,  second  vice  president ;  J.  W.  Rich- 
ardson, third  vice  president;  J.  D.  Wilson,  secretary;  R.  II. 
Jordon,  treasurer,  and  W.  J.  Hawkins,  railroad  secretary. 

(C)  Executive  Committee. — The  members  of  the  execu- 
tive committee  elected  were :  J.  D.  Elliff,  Joplin ;  Supt.  L.  M. 
Dougan,  Maryville,  and  Principal  E.  E.  Dodd,  Springfield, 

(D)  Addresses. — (a).  "Democratic  Government  of 
Sf'hools  by  and  Through  Pupils,"  by  Principal  John  T.  Ray 
of  the  John  Crcrar  School,  Chicago. 


TEACHERS'  ASSOCIATIONS.  283 

The  paper  brought  out  one  of  the  most  animated  dis- 
cussions of  the  session.  Being  discussed  by  President  Kirk  of 
Kirksville,  Miss  Fnichte,  St.  Louis,  Miss  Wild,  Kirkwood,  and 
Superintendent  Greenwood,  Kansas  City. 

(b).  "The  Library,  an  Educational  Agency,"  by  Mr. 
F.  M.  Crunden,  librarian,  St.  Louis. 

Following  Mr.  Crunden 's  address  the  whole  matter  of 
libraries  was  taken  up  for  discussion;  including  such  topics 
as  "Libraries  for  Villages  and  Smaller  Towns,"  "The 
Library  in  Rural  Schools,"  and  "Traveling  Libraries." 

(c).  "What  the  Twentieth  Century  Demands,"  was 
the  subject  of  a  masterly  address  delivered  by  President  David 
Starr  Jordan,  Leland  Stanford,  Jr.,  University. 

(E)  Notes. — The  enrollment  for  this  meeting  was  the 
largest  for  the  whole  history  of  the  association.  More  than 
2,000  teachers  paying  the  enrollment  fee,  some  fourteen  hun- 
dred of  whom  were  St.  Louis  teachers. 

The  executive  committee  ordered  the  procedings,  ad- 
dresses, and  papers  of  this  association  to  be  published  out  of 
the  funds  of  the  association.  This  policy  has  been  pursued 
with  reference  to  the  proceedings,  etc.,  of  the  association  from 
that  time  till  the  present. 

(F)  Resolutions. — The  resolutions  favored  free  text- 
books, school  libraries.  State  library  commission,  fuller  recog- 
nition of  physical  training  as  a  factor  in  education,  a  com- 
pulsory attendance  law,  and  the  State  supervision  of  village 
and  rural  schools. 

42.    Meetings  from  1903  to  1910 : 

It  seems  that  no  detailed  account  of  these  eight  meetings 
is  necessary,  inasmuch  as  the  association  published  very  full 
reports  of  all  of  then.  These  reports  are  available  for  refer- 
ence in  the  general  libraries  of  the  institutions  in  the  State. 


284  HISTORY   OF   EDUCATION. 

Summary. — The  State  Teachers'  Association  may  be  said 
to  have  been  the  time  keeper  of  educational  progress  for  the 
State.  One  needs  only  to  follow  through  the  resolutions  of 
this  body  to  see  how  thoroughly  this  statement  is  true.  The 
Teachers'  Institute,  Normal  Schools  for  professional  training, 
High  Schools,  County  Supervision,  better  rural  schools,  better 
school  houses,  etc.,  all  have  come  only  after  many  resolutions 
and  efforts  of  this  Association. 

n.  DISTRICT  ASSOCIATIONS.— There  have  been 
many  district  associations  throughout  the  State ;  however,  they 
have  never  had  any  legal  status,  but  have  always  been  purely 
voluntary  associations.  At  one  time  the  State  Teachers'  As- 
sociation undertook  to  establish  district  associations  in  various 
parts  of  the  State  directly  under  its  patronage  and  direction, 
but  these  were  short  lived  and  the  most  efficient  ones  are  those 
in  different  parts  of  the  State,  made  up  of  groups  of  teachers, 
who  were  anxious  to  improve  themselves  and  schools  of  the 
State.  Among  the  well  known  associations  of  this  type  may 
be  mentioned  the  Southwestern  Association,  the  Southeastern 
Association,  the  North  Central  Association  and  the  Western 
Central  Association.  Superintendent  Wolfe  was  a  most 
earnest  advocate  of  district  associations  and  he  established 
four  such  associations,  but  they  had  only  two  or  three  meet- 
ings in  as  much  as  they  were  not  located  with  any  special 
reference  to  local  interests.  Mr.  Wolfe  was  exceedingly 
anxious  to  make  the  district  association  an  integral  part  of 
the  State  school  system,  as  he  thought  many  more  teachers 
might  be  reached  directly  by  such  a  plan  than  in  any  other 
way.  The  associations  or  institutes  he  had  in  mind  were  to 
be  a  step  above  the  ordinary  County  Institute  or  Association, 
and  they  were  to  offer  special  opportunities  for  the  instme- 


TEACHERS'  ASSOCIATIONS.  285 

tion  and  development  of  city  superintendents  and  high  school 
teachers.  The  present  tendency  of  the  district  association 
seems  to  be  somewhat  toward  an  organization  in  each  Normal 
School  district  with  the  Normal  School  as  the  meeting  place 
and  patron  of  the  association.  These  meetings  are  being  held 
at  the  Thanksgiving  holidays.  However,  it  will  probably  be 
some  time  before  all  of  these  voluntary  associations  can  be 
merged  into  such  associations  as  are  now  planned  by  some  of 
the  Normal  Schools. 

ni.     COUNTY  INSTITUTES  AND  ASSOCIATIONS: 

(A)  Institutes. — Until  1865,  all  County  Institutes  were 
only  voluntary  associations,  which  were  organized  by  the 
local  teachers.  Along  in  the  fifties  practically  every  one  of 
the  Counties  of  the  State  had  such  associations  and  sometimes 
the  teachers  of  two  or  more  Counties  organized  a  large  associ- 
ation. The  laws  of  1853  made  it  the  duty  of  the  County 
School  Commissioner  to  organize  County  Institutes,  but  there 
was  no  penalty  meted  out  to  the  teacher  who  did  not  care  to 
attend  such  associations;  consequently,  it  may  be  said  that 
they  were  only  voluntary  after  all. 

(B)  The  Parker  Laws. — The  Parker  Laws  provided 
for  two  County  meetings  per  year  under  the  control  of  the 
County  Superintendent,  and  practically  all  the  Counties  of 
the  State  held  institutes  under  this  law ;  but  it  can  hardly  be 
said  that  these  institutes  were  any  better  than  the  old  volun- 
tary ones,  because  so  many  of  the  County  Superintendents 
were  not  efficient  leaders.  Indeed,  it  may  be  said  that  this 
fact  had  a  good  deal  to  do  with  rendering  the  first  supervision 
law  so  unpopular.  The  teachers  were  unwilling  to  attend 
the  institutes  because  of  the  inefficiency  of  the  Superintend- 
ents and  therefore  they  were  opposed  to  the  supervision  law. 


286  HISTORY   OF   EDUCATION. 

(C)  Voluntary  Institutes,  1872  to  1891.— We  have  al- 
ready noted  that  the  supervision  law  was  repealed  in  1872, 
and  of  course  along  with  it  went  the  provision  for  the  com- 
pulsory County  Institute.  From  this  time  to  1891,  the  Coun- 
ty Institute  was  practically  a  voluntary  association  of  the 
teachers  of  each  County.  However,  it  should  be  noted  that 
the  laws  of  1885  provided  that  "It  shall  be  the  duty  of  every 
teacher,  as  soon  as  Teachers '  Institutes  shall  be  established  by 
law  in  the  County,  to  become  a  member  thereof,  and  as  far  as 
possible,  to  attend  all  regular  meetings  of  the  same."  Under 
this  provision  many  of  the  counties  established  very  excellent 
institutes.  They  were  usually  in  session  from  two  to  four 
weeks,  and  many  of  them  provided  quite  definite  training. 
The  State  Superintendent  did  much  to  foster  these  institutes 
and  live  County  School  Commissioners  almost  invariably  had 
such  an  institute  each  year  in  their  counties.  Among  the 
more  important  things  taught  in  these  institutes  may  be 
mentioned  (1)  a  good  drill  in  the  pedagogy  of  the  common 
school  branches;  (2)  some  theoretical  pedagogy  in  school 
economy,  organization  and  management;  (3)  methods  of  the 
recitation,  school  tactics  and  lectures  on  Hygiene. 

(D)  Compulsory  Institute  Law,  1891.— In  1891,  the  Gen- 
eral Assembly  passed  a  law  requiring  a  County  Institute  to 
be  held  in  each  one  of  the  Counties  of  the  State  in  May,  June, 
July  or  August  in  each  year.  The  law  permitted  each  insti- 
tute to  determine  the  length  of  term,  place  and  time  to  begin, 
but  each  county  must  maintain  an  institute  for  not  less  than 
two  weeks.  The  object  of  this  Institute  was  to  train  and 
license  teachers.  The  law  provided  for  an  Institute  Board 
of  Examiners  which  consisted  of  the  County  Commissioner, 
one  Conductor  and  at  least  one  Instructor.     The  last  days 


TEACHERS'  ASSOCIATIONS.  287 

of  this  Institute  were  given  over  to  examinations,  and  after 
these  examinations  the  Institute  Board  issued  the  certificates 
to  the  teachers.  The  State  Superintendent  prepared  a  course 
of  study  annually  which  was  made  the  basis  of  the  work  for 
these  institutes.  Each  teacher  was  required  to  pay  to  the 
County  Treasurer  a  yearly  Institute  Fee  of  $3.00  and  this 
money  was  used  to  pay  the  expenses  of  the  institute.  This 
law  remained  in  force  till  1903. 

(E)  County  Teachers'  Associations  Provided  For. — In 
1903  the  old  Institute  Law  was  repealed  and  the  County 
Teachers'  Association  was  authorized  to  take  its  place.  This 
association  was  a  three  day's  session  held  in  September,  Oc- 
tober, November  and  December  of  each  year.  Tlie  teachers 
were  expected  to  attend,  and  when  they  did  so  and  performed 
the  duties  imposed  upon  them  by  the  Association,  they  were 
allowed  their  regular  salary  for  the  time  they  were  attending 
the  Association.  In  some  measure  this  Association  also  was 
under  the  direction  of  the  State  Superintendent,  because  he 
always  sent  out  tentative  programs  for  it.  The  law  com- 
pelled the  County  Commissioner  to  hold  the  Association,  but 
the  teachers  could  not  be  compelled  to  attend  in  as  much  as 
there  was  no  penalty  for  their  non-attendance. 

(F)  Teachers  Meetings  to  Be  Held  by  the  County  Sup- 
erintendent.— The  County  Supervision  Law  requires  the 
County  Superintendent  to  hold  at  least  six  teachers  meetings 
each  year  in  his  county.  One  of  these  meetings  must  be  held 
at  the  County  Seat  for  a  two  days  session,  immediately  pre- 
ceding the  opening  of  the  schools  in  the  fall.  All  teachers 
are  required  to  attend  this  meeting;  indeed  it  seems  that 
the  County  Superintendent  has  power  to  compel  attendance, 
in  as  much  as  he  may  refuse  to  renew  certificates  when  teach- 


288  HISTORY   OF  EDUCATION. 

ers  liave  not  attended  this  meeting.  The  other  five  meetings 
may  be  county  meetings,  or  they  may  be  local  teachers'  meet- 
ings in  the  towns  of  the  townships  in  the  county. 

The  County  Superintendent  may  hold  the  County  Teach- 
ers' Association,  also  if  he  so  desires,  and  when  the  meeting  is 
held  it  is  the  duty  of  all  the  teachers  in  the  county  to  attend 
this  meeting;  however  the  law  makes  no  provision  for  com- 
pelling teachers  to  attend. 

Summary. — No  doubt  the  County  Institute  and  County 
Associations  have  been  most  potent  factors  in  the  creation 
of  more  intelligent  educational  sentiment,  and  they  have 
served  to  bring  about  more  uniform  methods  of  teaching  and 
managing  schools.  In  addition  to  the  above,  they  have  been 
the  means  of  furnishing  thousands  of  teachers  the  only  peda- 
gogical training  they  have  had,  to  help  them  do  more  efficient 
work ;  and  finally,  they  have  been  the  means  of  providing  that 
social  intercourse  necessary  for  growth  and  the  development 
of  a  professional  spirit  among  the  teachers  of  the  State. 


A  schoolhouse   with   a   historv. 


CHAPTER    IX. 

EDUCATIONAL  PROBLEMS. 

The  following  educational  problems  are  proposed  because 
they  seem  to  be  the  more  pressing  ones  at  the  present  moment. 
The  discussion  offered  upon  them  is  merely  suggestive  and  not 
intended  in  any  way  to  be  entirely  conclusive.  It  is  hoped 
that  the  teachers  of  the  State  will  take  them  up  for  earnest 
consideration  in  order  that  the  most  rational  solution  may  be 
found  for  them : 

I.  Administrative  Areas. — At  present  we  are  com- 
mitted to  the  district  system  of  control  in  all  matters  of  taxa- 
tion and  administration.  Under  this  system  the  burdens  of 
taxation  are  very  unequally  distributed  and  consequently  our 
schools  have  reached  varying  degrees  of  efficiency.  No  less 
than  two  thousand  school  districts  in  the  State  are  so  small 
and  have  an  assessed  valuation  so  low  that  it  is  entirely  im- 
possible for  them  to  have  first  class  schools.  Some  other  unit 
of  taxation  will  have  to  be  found  before  these  districts  can 
possibly  have  an  eight  month 's  school.  The  High  School  situ- 
ation is  also  in  a  very  bad  condition,  due  to  the  fact  that  it  is 
not  possible  to  have  first  class  high  schools  in  towns  where  the 
area  is  small  and  assessed  valuation  low.  These  conditions 
must  be  remedied  very  soon  if  the  State  is  to  do  its  full  duty 
in  the  matter  of  educating  all  of  the  people. 

II.  Vocational  Training. — The  current  pedagogical  liter- 
ature is  full  of  discussions  on  such  subjects,  "Vocational 
Training,"  "Industrial  Education"  and  "Vocational  Guid- 

E— 19  289 


290  HISTORY   OF   EDUCATION. 

ance. "  Therefore  it  seems  proper  that  a  brief  presentation 
of  this  subject  should  be  made.  Possibly  the  best  general 
statements  about  this  subject  have  been  made  by  Commissioner 
Snedden  of  Massachusetts,  in  his  little  book,  ''THE  PROB- 
LEM OF  VOCATIONAL  EDUCATION. ' '  His  classification 
is  the  best  one  to  be  found,  it  is  as  follows:  (1)  The  Pro- 
fessional group,  including  Lawj^ers,  Physicians,  Ministers  and 
Teachers.  (2).  The  Commercial  group,  including  Book- 
keepers, Clerks,  Shopkeepers,  etc.  (3).  The  Agricultural 
group,  including  all  those  factors  of  knowledge  and  skill  neces- 
sary for  the  tillage  of  the  soil  and  the  management  of  domestic 
animals.  (4).  The  Industrial  group,  including  the  brick- 
layer, the  machinist,  the  shoemaker,  carpenter,  plumber,  the 
blacksmith,  and  all  other  trades  and  crafts.  (5).  The  House- 
hold Arts  which  teach  the  girl  plain  sewing,  the  preparation 
of  school,  the  care  of  children,  home  nursing,  and  the  general 
management  of  the  home. 

We  have  admitted  the  obligation  of  the  State  in  the 
matter  of  preparing  trained  men  and  women  for  the  first 
three  of  these  groups,  but  at  present  we  are  doing  virtually 
nothing  toward  training  boys  and  girls  for  the  trades  and 
crafts.  Moreover,  it  may  be  said  that  outside  of  the  cities  in 
our  State,  very  little  so  far  has  been  accomplished  in  the 
matter  of  teaching  the  household  arts.  "We  need  to  assume 
these  as  the  obligations  of  Democracy.  It  is  useless  now  to 
stop  to  argue  about  the  advisibility  of  society  undertaking  to 
teach  these  neglected  vocations,  because  all  the  arguments 
which  have  been  used  in  times  past  for  Professional,  Com- 
mercial, and  Agricultural  Education,  may  be  applied  with 
equal  force  and  conclusiveness  to  teaching  the  trades  and 
crafts  and  also  the  Household  Arts.    I  know  it  will  be  urged 


EDUCATIONAL  PROBLEMS.  291 

at  once  that  this  will  mean  a  larger  expenditure  for  the  sup- 
port of  the  school.  The  fact  is  such  will  be  the  case,  however 
this  is  only  part  of  the  truth,  for  the  whole  truth  is,  society 
now  pays  all  the  expenses  for  the  inefficiency  of  the  learner,  in 
these  vocations.  I  feel  quite  sure  that  society  would  be  much 
the  gainer  both  in  economic  and  moral  energy,  if  positive 
education  were  carried  on  by  the  school  in  these  two  neglected 
vocations.  I  have  taken  it  for  granted  that  the  school  is 
society's  best  institution  to  undertake  this  work,  because  the 
school  is  already  thoroughly  organized  in  such  a  way  as  to 
provide  the  necessary  machinery  for  carrying  on  this  training. 

III.  Medical  Inspection. — Recently  a  great  mass  of  ma- 
terial has  been  published  showing  that  probably  one-half  of 
the  children  in  the  United  States  have  one  or  more  physical 
defects.  These  defects  ranging  from  decayed  teeth  to  incipient 
tuberculosis.  All  this  means  that  nearly  ten  millions  of  chil- 
dren need  some  medical  attention  before  they  hope  to  come  to 
manhood  or  womanhood  with  the  full  measure  of  economic  and 
social  efficiency.  To  be  sure  the  most  accurate  statistics  have 
been  taken  only  in  the  large  cities,  but  from  what  is  known 
from  rural  conditions  it  is  very  doubtful  if  on  the  whole  the 
conditions  here  are  any  better,  and  the  problem  of  relief  in 
rural  life  is  much  more  complex. 

Outside  of  the  great  cities  of  the  State  practically  noth- 
ing has  been  done  in  this  matter.  It  seems  perfectly  clear  that 
we  must  attack  the  problem  at  once,  because  of  the  great  waste 
of  economic  and  spiritual  energy.  It  is  very  e^ddent  that  the 
economic  loss  must  be  very  great,  however  the  greatest  issue 
involved  is  the  relief  from  the  temporary  and  permanent  suf- 
fering of  the  children  which  can  never  be  measured  in  any 
terms  on  economics. 


292  HISTORY  OF  EDUCATION. 

IV.  State  Architect. — It  seems  entirely  reasonable  that 
the  State  would  ultimately  gain  much  if  a  competent  architect 
were  selected  and  put  upon  the  staff  of  the  State  Superin- 
tendent. Such  an  officer  would  be  of  value  in  at  least  two 
important  ways:  (1).  He  could  plan  typical  school  build- 
ings for  the  various  needs  of  the  State  and  supply  accurate 
data  concerning  the  cost  of  the  same.  This  is  desirable  be- 
cause it  would  ultimately  bring  about  some  uniformity  in 
styles  of  school  architecture.  (2).  Undoubtedly,  there  has 
been  a  great  waste  in  the  construction  of  many  of  our  school 
buildings.  It  could  be  the  business  of  such  an  official  to 
advise  with  school  officers  in  such  a  way  as  to  prevent  much 
of  this  waste. 

V.  The  Mill  Tax  Amendment. — Undoubtedly  the  most 
urgent  need  of  the  State  is  to  secure  a  permanent  provision  for 
the  support  and  maintenance  of  our  higher  institutions  of 
learning,  and  to  provide  for  the  development  of  elementary  and 
secondary  schools.  In  order  that  this  may  be  done,  at  the 
meeting  of  the  State  Teachers'  Association  in  Hannibal 
in  November,  1911,  a  resolution  was  passed  approv- 
ing the  submission  of  a  constitutional  amendment  for  the  pur- 
pose of  providing  permanent  support  for  the  schools  of  the 
State.  The  exact  form  of  the  amendment  is  as  follows :  ' '  Sec- 
tion 28.  A  State  tax  of  ten  cents  on  each  one  hundred  dollars 
valuation  shall  be  annually  levied  and  collected  on  the  assessed 
value  of  all  property  subject  by  law  to  taxation  in  this  State. 
The  proceeds  of  said  tax  shall  be  set  apart  in  the  State 
treasury  and  appropriated  by  the  General  Assembly  for  the 
support  and  maintenance  of  Public  Elementary  and  High 
Schools,  State  Normals,  Lincoln  Institute  and  The  State  Uni- 
versity; but  in  no  case  shall  there  be  appropriated  less  than 


EDUCATIONAL  PROBLEMS.  293 

twenty-five  per  cent  of  said  proceeds  to  be  used  in  aiding 
public  elementary  and  liigh  schools." 

The  following  are  some  of  the  more  important  arguments 
which  should  be  considered  by  the  people  of  the  State  as 
reasons  for  the  support  of  the  amendment  as  quoted  above. 

(1)  Every  rural  school  district  in  the  State  should  have 
at  least  an  eight  months  term  of  school.  This  can  be  accom- 
plished, if  the  amendment  passes.  More  than  two  thousand 
districts  will  increase  the  length  of  their  school  term  in  this 
way. 

(2)  Every  boy  and  girl  in  the  State  should  have  the 
advantages  of  a  high  school  education  without  having  to  go 
away  from  home  to  secure  it,  and  without  having  to  pay  any 
tuition  for  the  same.  These  privileges  can  easily  be  secured 
if  this  amendment  passes,  for  State  aid  can  be  granted  for 
the  purpose  of  helping  to  make  consolidated  districts  and  the 
establishment  of  rural  high  schools. 

(3)  This  amendment  will  enable  the  State  to  give  aid  to 
weak  high  schools  in  villages  and  small  towns.  At  present 
there  are  no  less  than  two  hundred  small  high  schools  which 
need  the  aid.  If  they  were  granted  small  subsidies,  a  large 
number  of  them  could  have  first  class  high  schools  in  a  very 
short  time. 

(4)  The  larger  cities  could  be  granted  subsidies  to  main- 
tain Kindergarten  and  evening  schools.  They  are  not  allowed 
to  do  this  now  under  our  present  constitutional  restrictions. 

(5)  The  adoption  of  the  amendment  would  enable  the 
larger  high  schools  to  put  in  pedagogical  training  for  elemen- 
tary teaching.  This  is  very  much  to  be  desired,  because  it 
would  help  to  solve  one  of  our  very  pressing  problems.  Prob- 
ably more  than  half  of  the  elementary  teachers  of  the  State 


294  HISTORY  OF  EDUCATION. 

have  liad  very  little  pedagogical  training  and  are  not  high 
school  graduates.  The  building  of  many  more  first  class  high 
schools  including  an  elementary  pedagogical  training  in  their 
curricula  seems  very  necessaiy  in  view  of  our  new  certification 
law  which  provides  after  1918  all  teachers  must  be  at  least 
high  school  graduates  or  have  the  equivalent  of  such  training. 
To  realize  this  some  special  efforts  will  have  to  be  made,  be- 
cause the  present  means  are  inadequate. 

(6)  The  passing  of  the  amendment  would  enable  the 
State  to  grant  substantial  subsidies  to  encourage  the  neglected 
aspects  of  Vocational  education, 

(7)  The  adoption  of  the  amendment  would  provide  a 
moderate  permanent  income  for  the  State  Normal  Schools, 
Lincoln  Institute  and  the  State  University.  This  ought  to  be 
done  in  order  that  the  management  of  these  institutions  will  be 
relieved  of  the  "unseemly  scramble"  before  the  appropriation 
committee  of  each  General  Assembly.  Moreover,  no  institu- 
tion can  plan  a  polic}''  of  progressive  improvement  without 
knowing  what  its  income  is  to  be.  The  permanent  provision 
for  an  income  would  put  us  in  line  with  the  best  states  in  such 
matters  and  would  give  all  our  State  institutions  dignity,  self- 
respect  and  greater  efficiency. 

(8)  The  adoption  would  enable  the  State  to  spend  more 
than  a  million  dollars  in  other  ways.  All  the  other  State  insti- 
tutions need  larger  appropriations  for  maintenance  and  ex- 
pansion. The  special  schools  and  the  eleemosynary  institutions 
are  in  great  need  of  larger  appropriations.  We  need  more 
money  to  encourage  the  building  of  good  roads,  aiding  of 
farmers  institutes,  and  many  other  things.  A  million  dollars 
will  do  much  to  provide  for  the  pressing  needs  of  our  other 
institutions. 


EDUCATIONAL  PROBLEMS.  295 

(9)  Beyond  any  doubt  the  founders  of  the  Republic 
were  right  Avhen  they  said  that  the  greatest  asset  that  any  na- 
tion or  State  can  have  is  an  educated  and  virtuous  citizenship. 
The  adoption  of  this  amendment  will  enable  the  people  of  the 
State  to  insist  upon  higher  standards  of  citizenship  and  more 
intelligent  and  efficient  public  service. 


TOPICS  FOR  STUDY. 


CHAPTER  I.— ELEMENTARY  SCHOOLS. 

(i)  Discuss  the  more  important  factors  in  the  formation  of 
the  schools  of  the  state.  (2)  Describe  some  of  the  early  schools. 
(3)  Tell  about  education  in  the  time  of  the  Territory.  (4)  What 
were  the  provisions  of  the  first  constitution  of  the  state  concern- 
ing schools?  (5)  Tell  about  the  sixteenth  Section.  (6)  What  are 
the  Saline  lands?  (7)  Describe  the  early  township  organizations. 
(8)  What  were  the  important  provisions  of  the  school  laws  of 
1839?  (9)  The  acts  of  1853.  (10)  Trace  the  history  of  the  state 
course  of  study.  (11)  What  were  the  Parker  Laws  and  why  did 
they  fail?  (12)  What  important  changes  were  made  in  the  revision 
of  1874?  (13)  What  are  the  powers  of  a  board  of  directors  for  a 
rural  school?  (14)  What  are  the  powers  of  the  Annual  School  Meet- 
ing? (is)  What  provisions  did  the  Constitution  of  1875  make 
concerning  schools?  (16)  Name  the  chief  accomplishments  of 
each  of  the  following  State  Superintendents:  Parker,  Monteith, 
Shannon,  Coleman,  Wolfe,  Kirk,  Carrington,  Gass,  and  Evans. 
(17)  Tell  how  to  secure  the  approval  of  a  rural  school.  (18)  Give 
a  brief  history  of  our  school  funds.  (19)  How  are  the  elementary 
schools  of  the  state  now  supported?  (20)  How  may  better  school- 
houses  be  secured? 

CHAPTER  II.— SECONDARY   SCHOOLS. 

(i)  Classify  our  secondary  schools.  (2)  Describe  the  early 
Academy.  (3)  What  influences  helped  to  develop  High  Schools 
in  the  state?  (4)  Discuss  the  problems  of  the  early  High  Schools. 
(5)  Tell  about  the  growth  of  High  Schools.  (6)  Give  in  detail 
the  requirements  of  the  State  superintendent  for  each  class  of 
High  Schools.  (7)  How  can  we  improve  the  High  Schools  of  the 
State?     (8)   Give  arguments  for  Rural  High  Schools. 

296 


TOPICS  FOR  STUDY.  297 

CHAPTER  III.— NORMAL  SCHOOLS. 

(i)  Give  a  summary  of  the  efforts  of  the  State  Superintend- 
ents to  secure  Normal  Schools.  (2)  How  did  the  State  Teachers' 
Association  help?  (3)  What  were  the  arguments  for  the  estab- 
lishment of  Normal  Schools?  (4)  What  were  some  of  the  plans 
proposed?  (s)  Describe  some  of  the  early  private  Normals.  (6) 
When  and  where  were  the  first  Normals  established?  (7)  How 
were  they  governed?  (8)  Who  were  the  first  Presidents?  (9) 
How  are  the  Normals  now  governed?  (10)  How  are  the  Normal 
schools    supported?      (11)   Give    a    brief    sketch    of    each    Normal. 

(12)  Roughly,   what   is   the   total  enrollment   of  all   the   Normals? 

(13)  What  is  the  value  of  all  the  property  of  the  Normals? 

CHAPTER  IV.— SUPERVISION  OF  SCHOOLS. 

(i)  Name  the  officers  that  make  up  the  State  Board  of  Educa- 
tion. (2)  What  are  the  powers  and  duties  of  the  board?  (3)  Give 
a  brief  history  of  the  State  Superintendency.  (4)  What  are  the 
qualifications,  tenure  and  salary  of  the  State  Superintendent?  (5) 
Discuss  the  powers  and  duties  of  the  State  Superintendent.  (6) 
How  is  the  County  Textbook  Commission  constituted,  and  what 
are  its  duties?  (7)  What  is  the  history  of  the  office  of  County 
Superintendent?  (8)  How  is  the  County  Superintendent  chosen, 
and  what  are  the  chief  conditions  of  eligibility?  (g)  Name  the 
more  important  duties  of  the  county  superintendent.  (10)  How 
are  the  schools  of  the  State  inspected?  (11)  What  are  the  re- 
quirements for  the  different  grades  of  county  certificates?  (See 
appendix  A.)  (12)  What  are  the  requirements  for  the  various 
kinds  of  state  certificates?  (See  appendix  C.)  (13)  How  are  the 
state  moneys  now  apportioned?     (See  appendix  B.) 

CHAPTER  v.— SPECIAL  SCHOOLS. 

(i)  Name  and  locate  the  special  schools  of  the  state.  (2) 
State  the  peculiar  function  of  each,  and  tell  how  they  are  supported. 
(3)  Tell  in  detail  who  may  be  admitted  to  each.  (4)  How  are 
these  institutions  managed?  (s)  Give  a  brief  history  of  each. 
(6)   Does  the  state  need  other  special  schools? 


298  HISTORY  OF  EDUCATION. 

CHAPTER    VI.— THE    COLLEGE    UNION. 

(i)  How  did  the  College  Union  come  to  be  organized?  (2) 
Name  the  original  members  and  tell  what  institutions  since  have 
been  added.  (3)  What  were  the  important  provisions  of  the  Re- 
port of  Committee  of  Nine?  (4)  Name  the  men  who  composed 
the  committee.  (5)  What  were  the  important  results  of  the  adop- 
tion of  the  report?  (6)  How  may  the  graduates  of  the  institutions 
of  the  College  Union  be  certificated?  (7)  Give  a  good  historical 
sketch  of  each  institution  in  the  Union.  (8)  How  many  students 
have  been  graduated  from  the  institutions  of  Union?  (10)  What 
is  the  total  enrollment  of  these  institutions?  (11)  What  is  the 
value  of  their  property,  including  endowment? 

CHAPTER  VII.— CITY  SCHOOL  SYSTEMS. 

(i)  Give  a  brief  history  of  the  St.  Louis  School  system.  (2) 
How  is  the  system  administered  now?  (3)  What  teachers'  or- 
ganizations are  maintained?  (4)  What  are  some  of  the  character- 
istic things  about  the  system.  (5)  Name  some  of  the  superin- 
tendents who  have  had  much  to  do  with  educational  aflfairs  in  the 
state  and  nation.  (6)  Give  a  brief  history  of  the  Kansas  City 
school  system.  (7)  Describe  its  present  organization.  (8)  What 
is  the  "Greenwood  Club?"  (9)  How  long  has  Mr.  Greenwood 
been  the  City  Superintendent  and  what  are  some  of  his  services 
to  the  state  and  nation?  (10)  Name  some  of  the  more  significant 
things  about  the  Kansas  City  Schools.  (11)  Give  a  brief  history 
of  the  St.  Joseph  Schools.  (12)  How  is  the  system  now  man- 
aged? (13)  Give  an  account  of  the  late  Superintendent  Neeley's 
work.  (14)  How  are  the  schools  of  the  other  cities  and  towns  of 
the  state  administered?  (15)  Name  ten  well  known  city  super- 
intendents. 

CHAPTER  VIII.— TEACHERS'  ASSOCIATIONS. 

(i)  Trace  out  some  of  the  more  important  educational  poli- 
cies advocated  by  the  State  Association,  and  show  how  school 
legislation  has  been  influenced  by  them.  (2)  Name  ten  cities 
which  have  entertained  the  State  Associations.  (3)  Name  twenty 
school  men  who  have  been  prominent  in  its  Councils.  (4)  Name 
ten   of  its  recent   presidents.     (5)  How  does   the  membership  of 


TOPICS  FOR  STUDY.  299 

the  State  Teachers'  Association  compare  in  number  with  our  sister 
states?  (6)  What  is  the  history  and  present  status  of  District 
Associations?  (7)  Give  a  brief  history  of  County  Institutes  and 
Associations. 

CHAPTER  IX.— EDUCATIONAL  PROBLEMS. 

(i)  What  are  the  state's  most  important  educational  problems? 
(2)  What  are  the  arguments  for  consolidated  districts?  (3)  Tell 
about  our  High  School  needs.  (4)  What  are  some  good  argu- 
ments for  the  Mill  Tax  Amendment?  (5)  Name  some  reasons  for 
Medical  inspection  of  all  the  children  in  the  public  schools.  (6) 
What  are  the  values  of  Vocational  Training  for  all  children? 


300  HISTORY   OF   EDUCATION. 


BIBLIOGRAPHY. 


1.  Reports  of  the  State  Superintendent,  1842-1909. 

2.  Hollister,  High  School  Administration. 

3.  Dexter,  History  of  Education  in  the  United  States. 

4.  Brown,  The  Making  of  Our  Middle  Schools. 

5.  Missouri  Educator,  Volumes  I  &  II.  (1858-1860). 

6.  Journal  of  Education,  Volumes  I  &  II.  (1868-1870). 

7.  Snow,  Higher  Education  in  Missouri. 

8.  Barton,  A  History  of  the  Academy  in  Missouri. 

9.  The  State  Auditor's  Reports. 

10.  The  Annual  Reports  of  the  City  of  St,  Louis. 

11.  The  Annual  Reports  of  Kansas  City. 

12.  The  Annual  Reports  of  St.  Joseph. 

13.  The  Proceedings  of  the  College  Union. 

14.  The  Session  Acts.     (1820-1909). 


APPENDIX  A. 

REQUIREMENTS  FOR  COUNTY  CERTIFICATES. 

Section  10939.     County  superintendents  to  grant  certificates — 
public  examinations   held,   when — grades  and   qualifications. — The 

county  superintendent  of  public  schools  shall  have  authority  to  ex- 
amine teachers  and  grant  certificates  of  qualification  to  teach  in 
their  respective  counties  or  in  the  state.  Three  public  examina- 
tions of  two  days  each  shall  be  held  during  the  year  on  the  first 
Friday  and  the  succeeding  Saturday  in  March,  June  and  August, 
at  such  place  or  places  in  the  county  as  the  county  superintendent 
of  schools  may  designate.  Said  examinations  shall  be  conducted 
by  said  county  superintendent  of  public  schools,  or  by  some  one 
duly  authorized  by  him  to  conduct  them.  All  questions  given  in 
said  examinations  shall  be  prepared  and  furnished  by  the  state 
superintendent  of  public  schools.  Certificates  issued  by  said 
county  superintendent  of  public  schools  shall  be  of  three  grades: 
Third  grade  shall  be  valid  for  one  year  and  second  grade  for  tv.o 
years  in  the  county  for  which  they  are  issued,  and  first  grade  for 
three  years  in  the  state.  Third  grade  certificates  shall  be  granted 
to  applicants  who  are  of  good  moral  character  and  who  shall  pass 
satisfactory  examinations  upon  the  following  branches:  Spelling, 
reading,  penmanship,  language  lessons,  geography,  arithmetic 
(including  business  forms  and  rules),  English  grammar,  United 
States  history,  civil  government  (including  the  government  of 
Missouri),  physiology  and  hygiene,  with  special  reference  to  the 
effect  of  alcoholic  drinlcs  and  stimulants  and  narcotics  generally 
upon  the  human  sj^stem,  agriculture,  and  pedagogy.  Second  grade 
certificates  shall  be  granted  to  applicants  who  are  of  good  moral 
character  and  who  shall  pass  satisfactory  examinations  upon  the 
branches  hereinbefore  mentioned,  and  in  addition  thereto,  algebra 
and  literature.  First  grade  certificates  shall  be  granted  to  appli- 
cants who  are  of  good  moral  character  and  who  shall  pass  satis- 
factory   examinations    upon    all    the    branches    hereinbefore    men- 

301 


302  HISTORY  OF  EDUCATION. 

tioned,  and  in  addition  thereto  one  branch  of  history,  either 
ancient,  mediaeval  or  modern,  or  English,  and  one  branch  of 
science,  either  physical  geography,  physics,  or  elementary  biology: 
Provided,  that  in  addition  to  the  above  named  scholastic  require- 
ments each  applicant  who  has  had  four  months'  experience  in 
teaching  shall  be  graded  by  the  county  superintendent  on  the  fol- 
lowing professional  qualities:  Teaching  ability  and  management. 
Each  applicant  shall  be  graded  on  these  professional  qualities  at 
the  time  of  each  renewal  of  certificate  and  each  issue  of  a  new 
certificate:  Provided,  that  to  obtain  a  first  grade  certificate  each 
applicant  shall  have  had  eight  months'  experience  in  teaching  and 
shall  maintain  an  average  grade  of  90  per  cent  on  the  above  named 
scholastic  requirements,  together  with  the  above  named  pro- 
fessional requirements;  to  obtain  a  second  grade  certificate  an 
average  grade  of  85  per  cent  on  the  aforesaid  requirements;  to 
obtain  a  third  grade  certificate  an  average  grade  of  80  per  cent 
on  aforesaid  requirements,  but  no  certificate  shall  be  granted  to 
any  person  whose  grade  in  any  subject  falls  below  sixty  per  cent: 
Provided,  that  the  county  superintendent  of  public  schools  shall 
have  authority  to  prepare  questions,  conduct  examinations,  grade 
papers  and  issue  certificates  to  applicants  who  for  good  and  suffi- 
cient reasons  could  not  attend  the  last  regular  examination.  Said 
applicants  to  conform  to  all  requirements  for  that  grade  county 
certificate.  Said  certificate  to  be  good  only  until  the  end  of  the 
school  year  in  which  it  is  issued,  and  the  papers  written  on  said 
examination  to  be  filed  by  said  county  superintendent  of  schools 
in  his  office  where  they  shall  be  kept  for  a  period  of  at  least  one 
year  after  the  date  upon  which  they  were  written. 

Section  10940.  Grading  of  examination  papers  by  state  super- 
intendent of  public  schools. — The  county  superintendent  of  public 
schools  shall  in  accordance  with  a  system  prepared  and  submitted 
by  the  state  superintendent  of  public  schools  give  each  applicant 
writing  in  the  examination  a  number  by  which  number  alone  the 
papers  of  said  applicant  shall  be  marked  and  designated.  Said 
county  superintendent  shall  keep  an  accurate  record  of  the  number 
given  to  each  applicant.  Within  three  days  after  the  close  of  each 
regular  examination,  the  county  superintendent  of  public  schools 
shall  forward  to  the  state  superintendent,  by  express  or  registered 
mail,  all  the  papers  of  all  applicants  for  first  grade  certificates  and 
of  all  other  applicants  who  shall  request  their  papers  to  be  sent  to 


APPENDIX.  303 

the  state  superintendent.  Said  state  superintendent  of  public 
schools  shall  carefully  grade  all  papers,  keep  a  record  of  said 
grades,  certify  them  to  the  county  superintendent  of  the  county  in 
which  said  papers  were  written,  and  also  return  said  papers  to  said 
county  superintendent  of  public  schools,  who  shall  preserve  them 
among  the  records  of  his  ofifice  for  at  least  one  year  after  the  date 
of  the  examination  at  which  they  were  written. 

Section  10941.  Qualifications  necessary  for  certificates. — No 
person  shall  be  granted  a  license  to  teach  in  the  public  schools  of 
this  state  who  is  not  of  good  moral  character.  From  and  after 
September  i,  1912,  all  applicants  for  first  or  second  grade  certifi- 
cates to  teach  must  present  evidence  of  having  completed  the  first 
year's  work  of  a  classified  or  accredited  high  school  as  defined  in 
section  10923,  R.  S.  Mo.  1909,  or  its  equivalent.  From  and  after 
September  i,  1914,  all  applicants  for  first  or  second  grade  certifi- 
cates must  present  evidence  of  having  completed  two  years  of 
such  work,  or  its  equivalent.  From  and  after  September  i,  1916, 
all  applicants  for  first  or  second  grade  certificates  must  present 
evidence  of  having  completed  three  years  of  such  work,  or  its 
equivalent.  From  and  after  September  i,  1918,  all  applicants  for 
first  or  second  grade  certificates  must  present  evidence  of  having 
completed  four  years  of  such  work,  or  its  equivalent.  "The  high 
school  work  herein  required  may  be  done  in  any  public,  private,  or 
parochial  school,  or  private  study,  and  satisfactory  evidence  there- 
of presented  by  the  written  statements  of  parties  who  have  per- 
sonal knowledge  that  such  work  has  been  done,  or  by  passing  a 
satisfactory  examination  on  the  subjects  for  which  credit  is 
claimed  and  which  are  not  required  in  the  examination  prescribed 
by  section  10939  of  this  article."  Provided,  that  provisions  of  this 
section  shall  not  apply  to  any  person  who  holds  a  certificate  en- 
titling him  to  teach  in  the  schools  of  Missouri  at  the  time  of  the 
taking  effect  of  this  act. 

Section  10942.  Renewal  of  certificates. — A  third  grade  cer- 
tificate may  be  granted  to  any  one  person  in  but  four  consecutive 
years.  A  second  grade  certificate  shall  be  renewed  without  exami- 
nation once.  A  first  grade  certificate  an  unlimited  number  of 
times:  Provided,  that  the  holder  shall  give  satisfactory  evidence 
to  county  superintendent  of  public  schools  that  certain  pro- 
fessional work  prescribed  by  state  superintendent  at  the  time  of 


304  HISTORY  OF  EDUCATION. 

the  issuing  of  former  renewal  of  the  certificate  has  been  complied 
with:  "Provided,  that  any  teacher  who  has  had  five  years'  experi- 
ence in  teaching  and  is  employed  as  a  teacher  at  the  time  of  the  tak- 
ing eflfect  of  this  act  shall  have  his  or  her  county  certificate  renewed 
an  unlimited  number  of  times,  on  condition  that  said  teacher  con- 
tinues in  the  same  position  and  is  faithful  in  the  performance  of 
his  or  her  professional  duties." 

Section  19043.  County  superintendent  to  pass  on  morality  of 
applicants — to  keep  grades  and  record  of  certificates — may  en- 
dorse certificate  from  adjoining  county. — The  county  superintend- 
ent of  public  schools  shall  pass  upon  the  moral  character  and  re- 
quirements, other  than  scholastic  as  shown  by  the  papers  written, 
of  all  applicants  for  certificates  to  teach  in  the  schools  under  his 
jurisdiction,  and  he  shall  grade  each  applicant  who  has  had  four 
months'  experience  in  teaching  on  teaching  ability  and  manage- 
ment. The  grades  on  these  two  professional  requirements  shall  be 
averaged  with  the  grades  on  the  scholastic  branches  required  in 
section  10939.  The  county  superintendent  shall  keep  a  true  record 
of  all  grades  made  by  all  applicants  in  examinations  conducted  by 
him  as  certified  to  him  by  the  state  superintendent,  and  also  as 
graded  by  himself,  and  also  a  record  of  all  certificates  granted, 
renewed  or  revoked,  said  record  exhibiting  the  number  granted, 
date,  grade  and  length  of  time  for  which  each  certificate  was  is- 
sued, and  the  name,  age,  sex,  and  nativity  of  the  person  receiving 
the  same,  and  deliver  the  same  to  his  successor  in  ofBce.  Any 
applicant  may  raise  the  grade  of  his  certificate  by  meeting  the 
additional  requirements  prescribed  for  such  higher  grade  of  cer- 
tificate, and  any  or  all  grades  on  a  valid  third  grade  certificate 
may  be  used  on  a  second  grade  certificate:  Provided,  that  the 
county  superintendent  may  endorse  without  examination  second 
grade  certificates  from  adjoining  counties,  on  the  payment  of  a 
fee  of  one  dollar  and  fifty  cents. 

Section  10944.  Applicants  to  pay  fee — fees  received  to  be  used 
to  pay  expenses — superintendent  to  make  annual  statement  of  fees 
collected  and  expended. — Every  applicant  for  a  certificate  shall  pay 
to  the  county  superintendent  of  public  schools  a  fee  of  three  dol- 
lars, which  shall  entitle  him  to  take  any  and  all  examinations  given 
in  any  calendar  year.  Every  applicant  for  a  renewal  of  his  cer- 
tificate shall  pay  a  fee  of  one  dollar  and  fifty  cents.     The  fees  so 


APPENDIX.  305 

collected  shall  be  used  for  the  payment  of  the  expenses  of  teach- 
ers' associations  and  teachers'  meetings  authorized  by  this  chapter 
— at  least  thirty  per  cent  being  set  apart  and  used  for  this  purpose — 
and  for  the  expenses  incident  to  the  grading  of  papers  and  issuing 
certificates  of  applicants  for  license  to  teach.  The  county  super- 
intendent of  public  schools  shall  remit  to  the  state  superintendent 
five  cents  for  each  subject  written  by  each  applicant,  whose 
papers  are  sent  to  the  state  superintendent  of  schools.  The  fees, 
received  in  this  manner  by  the  state  superintendent  of  public 
schools,  shall  be  used  to  pay  the  compensation  of  such  assistants 
as  may  be  necessary  to  examine  and  grade  all  such  papers,  and  to 
pay  other  expenses  incident  to  the  grading  of  the  papers  submitted 
and  recording  and  certifying  said  grades.  The  state  superintend- 
ent of  public  schools  is  hereby  empowered  to  appoint  and  pay 
such  assistants  as  he  may  need  for  the  examining  and  grading  of 
all  such  papers  submitted,  and  he  shall  also  keep  an  accurate 
account  of  all  moneys  received  and  disbursed  by  him  in  carrying 
out  the  provisions  of  this  act.  Any  balance  remaining  in  said 
fund  shall  be  turned  into  the  general  revenue  fund  of  the  state  by 
said  state  superintendent  of  public  schools  on  the  first  day  of 
December  of  each  calendar  year.  The  county  superintendent  of 
public  schools  shall  make  report  of  all  fees  collected,  all  amounts 
expended  for  teachers'  associations  and  meetings  and  for  all 
amounts  remitted  to  the  state  superintendent,  to  the  county  court 
at  its  regular  meeting  in  February  of  each  year. 


E-20 


306  HISTORY  OF  EDUCATION. 


APPENDIX  B. 

THE  APPORTIONMENT  OF  THE   SCHOOL  MONEYS. 

Section  10822.  Apportionment  of  public  school  fund. — The 
state  superintendent  of  public  schools  shall,  annually,  before 
August  15th,  apportion  the  public  school  fund  applied  for  the 
benefit  of  the  public  schools  among  the  different  counties.  This 
apportionment  shall  be  made  as  follows:  The  state  superintendent 
shall  apportion,  among  the  various  counties,  fifty  dollars  for  each 
teacher,  each  principal,  and  each  supervisor  actually  employed  for 
the  entire  term:  Provided,  that  any  teacher  employed  for  less 
than  one-half  of  the  day  shall  not  be  counted;  any  teacher  em- 
ployed for  less  than  one-half  of  the  term  for  which  school  is 
maintained  in  the  district  shall  not  be  counted;  for  each  teacher 
employed  for  more  than  one-half  of  the  school  term  of  the  dis- 
trict and  less  than  nine-tenths  of  the  school  term,  he  shall  appor- 
tion only  twenty-five  dollars:  Provided,  also,  that  he  shall  appor- 
tion only  twenty-five  dollars  for  the  teacher  of  any  district  in 
which  the  average  attendance  during  the  year  preceding  the  ap- 
portionment has  been  less  than  fifteen  pupils  per  day:  Provided 
further,  that  he  shall  apportion  one  hundred  dollars  for  each 
teacher  whose  salary  is  one  thousand  dollars  or  more  per  year: 
Provided,  that  he  shall  apportion  fifty  dollars  for  each  teacher  of 
any  district  that  employs  only  two  teachers,  one  of  whom  is  col- 
ored and  one  white:  Provided,  that  no  teacher,  principal,  or  su- 
pervisor, who  is  not  paid  by  the  school  board  from  the  public 
funds  of  the  district  shall  be  counted.  After  these  teacher  appor- 
tionments have  been  deducted  the  remainder  of  the  state  school 
fund  to  be  apportioned  shall  be  divided  by  the  total  number  of 
days'  attendance  of  all  the  pupils  of  the  public  schools  of  the 
state  and  the  quotient  thus  obtained  shall  be  called  a  pupil  daily 
apportionment.  The  amount  apportioned  to  each  district  shall  be 
determined  by  multiplying  this  pupil  daily  apportionment  by  the 
total  number  of  days'  attendance  of  all  pupils  of  each  district: 
Provided,  that  the  days'  attendance  on  legal  holidays  and  on  days 
when   the    school    is   dismissed   by   order   of   the   board   to   permit 


APPENDIX.  307 

teachers  to  attend  teachers'  meetings  shall  be  determined  by- 
counting  as  present  each  pupil  who  was  present  on  the  last  day 
the  school  was  in  session  before  such  intermission.  The  clerk  of 
each  school  district  shall  make  a  report  to  the  county  clerk  be- 
tween June  15th  and  June  30th  of  each  year,  showing  the  number 
of  teachers  employed,  the  total  number  of  days'  attendance  of  all 
pupils,  the  length  of  the  school  term,  the  average  attendance,  the 
number  of  days  taught  by  each  teacher,  the  salary  of  each  teacher, 
and  any  other  information  that  the  state  superintendent  may  re- 
quire. The  aforesaid  report  shall  be  sworn  to  before  a  notary 
public  or  the  county  clerk.  The  county  clerk  shall  make  a  sum- 
mary of  all  these  reports  and  forward  to  the  state  superintendent 
of  public  schools,  on  or  before  July  15th,  a  report  showing  the 
total  number  of  teachers  employed  in  the  county  and  the  total 
number  of  days'  attendance  of  all  pupils  in  the  county,  the  number 
of  teachers  employed  for  the  full  term,  and  the  number  for  half 
terms,  and  the  number  whose  salary  is  one  thousand  dollars  or 
more  per  year,  and  such  other  information  as  the  state  superin- 
tendent may  require.  Any  district  clerk,  county  clerk,  or  teacher, 
who  shall  knowingly  furnish  any  false  information  in  such  reports, 
or  neglect  or  refuse  to  make  aforesaid  report  shall  be  deemed 
guilty  of  a  misdemeanor  and  punishable  by  a  line  not  exceeding 
five  hundred  dollars  or  imprisonment  in  the  county  jail  for  a  term 
not  exceeding  six  months  or  by  both  such  fine  and  imprisonment. 
The  state  superintendent  of  public  schools  shall  certify  the  amount 
so  apportioned  to  the  state  auditor,  also  to  the  county  clerk  of 
each  county,  stating  from  what  source  the  same  is  derived,  which 
said  sum  the  several  county  treasurers  shall  retain  in  their  re- 
spective county  treasuries  from  the  state  fund;  the  county  clerks 
shall  annually  before  September  first,  according  to  the  same  pro- 
visions hereinbefore  stated,  for  determining  the  apportionment  of 
the  state  school  fund  by  the  state  superintendent  of  public  schools 
proceed  to  apportion  the  state  school  fund  for  their  respective 
counties;  and  no  district,  city,  or  town  which  shall  have  failed  to 
make  this  report  to  the  county  clerk  hereinbefore  required,  shall 
be  entitled  to  receive  any  portion  of  the  public  school  funds;  and 
in  making  such  distribution,  each  county  clerk  shall  apportion  all 
moneys  colleced  on  tax  duplicate  of  any  district,  for  the  use  of 
schools  to  such  district,  all  moneys  received  from  the  state  treas- 
urer, and  all  moneys  on  account  of  interest  of  the  funds  accruing 


308  HISTORY  OF  EDUCATION. 

from  the  sale  of  section  sixteen,  or  other  lands  in  lieu  thereof  to 
the  district  schools  in  the  congressional  townships,  and  parts  of 
congressional  townships  to  which  said  land  belonged,  and  all 
other  moneys  for  the  use  of  schools  in  the  county,  and  not  other- 
wise apportioned  by  law,  to  the  proper  district:  Provided,  that  all 
school  moneys  for  the  use  of  schools  in  any  townships  or  parts  of 
townships  and  all  moneys  for  the  use  of  schools  in  any  county 
shall  be  apportioned  upon  the  last  enumeration  on  file  in  the  office 
of  the  county  clerk,  except  the  state  school  funds,  which  shall  be  ap- 
portioned as  hereinbefore  provided;  and  he  shall  immediately  after 
making  such  apportionment  enter  the  same  in  a  book  to  be  kept 
for  that  purpose,  and  shall  furnish  the  district  clerks,  and  those  of 
cities  and  villages,  as  the  case  may  be,  each  a  copy  of  said  appor- 
tionment, and  order  the  county  treasurer  to  place  such  amount  to 
the  credit  of  the  district,  city,  or  town  entitled  to  receive  the  same: 
Provided,  that  no  school  district  which  fails  to  levy  a  tax  of  forty 
cents  on  the  one  hundred  dollars'  assessed  valuation,  unless  the  as- 
sessment of  a  less  amount,  together  with  the  moneys  received  from 
the  public  funds,  shall  amount  to  three  hundred  and  fifty  dollars  for 
school  purposes,  shall  receive  any  part  of  the  public  school  moneys 
for  the  ensuing  school  year,  and  the  county  clerk  shall  omit  such 
districts  in  the  apportionment  of  the  public  moneys:  Provided 
further,  that  no  district,  city  or  town  that  shall  have  failed  to  afTord 
the  children  thereof  the  privileges  of  a  free  school  for  at  least 
eight  months  during  the  year  ending  the  30th  day  of  June  previ- 
ous to  the  said  distribution,  provided  a  tax  of  forty  cents  on  the 
one  hundred  dollars'  assessed  valuation,  together  with  the  public 
funds,  will  maintain  the  same,  shall  be  entitled  to  any  portion  of 
the  public  school  fund  for  that  year.  This  act  shall  take  effect 
and  be  in  force  on  and  after  the  first  day  of  September,  1911. 
(Session  Acts   1911.) 


APPENDIX.  309 


APPENDIX  C. 

REQUIREMENTS  FOR  STATE  CERTIFICATES  IN  1912. 

All  examinations  begin  at  8  a.  m.,  and  subjects  shall  be  taken 
in  the  order  given  below.  Examinations  in  group  and  special 
subjects  will  be  given  on  the  second  day. 

In  all  cases  where  the  holder  of  certificate  from  another  state 
makes  application  for  State  certificate,  the  State  Superintendent 
of  such  state  will  be  requested  to  furnish  a  full  copy  of  the  record 
of  the  examination  upon  which  said  certificate  was  issued.  No  cer- 
tificate from  another  state  which  stands  for  less  than  the  require- 
ments given  below  will  be  considered. 

The  demands  upon  the  time  of  the  State  Superintendent  are 
such  that  it  is  impossible  for  him  to  conduct  private  examinations. 
Do  not  ask  them. 

No  teacher  will  be  permitted  to  give  more  than  two  hours  to 
any  one  subject.  At  least  four  subjects  must  be  written  in  one 
day,  unless  fewer  subjects  will  complete  the  examination. 

Under  no  circumstances  will  persons  not  connected  with  the 
Department  conduct  State  examinations.     Do  not  ask  it. 

Applicants  failing  in  any  subject  will  not  be  given  another 
trial,  except  at  some  regular  examination.  No  grades  below  8o 
will  be  recorded,  but  all  grades  of  So  or  more  will  be  held  to  the 
credit  of  the  applicant  for  one  year.  Grades  in  the  twelve  ele- 
mentary branches  must  average  90.  All  grades  must  average  85. 
All  grades  must  be  80  or  more. 

A  person  holding  a  five-year  certificate  may  have  it  reissued 
by  passing  on  all  subjects  now  required  not  included  in  the  origi- 
nal, on  all  subjects  included  in  the  original  on  which  the  grade  is 
below  80,  and  on  an  additional  subject  selected  by  the  applicant. 
Summer  school  grades  will  be  accepted  in  lieu  of  examinations  in 
these  subjects  required  for  renewals. 

No  examination  for  life  certificate  can  be  taken  until  all  re- 
quirements for  five-year  certificate  herein  set  forth  are  met. 

Requirements. — Each  applicant  must  have  had  twelve  months' 
experience  as  a  regular  teacher,  and  be  examined  in  Orthography, 


310  HISTORY  OF  EDUCATION. 

Reading,  Grammar,  Geography,  Arithmetic,  U.  S.  History,  Civil 
Government,  Physiology,  Agriculture,  Elementary  Algebra,  Liter- 
ature and  Pedagogy. 

Applicants  holding  first  grade  certificates  in  force  and  issued 
prior  to  January  i,  1912,  will  be  excused  from  eight  of  the  above- 
named  elementary  subjects.  The  four  subjects  in  w^hich  examina- 
tion is  required  will  be  selected  by  the  examiner  at  the  time  of  the 
examination. 

Applicants  holding  first  grade  certificates  issued  on  grades 
made  on  papers  read  by  the  State  Superintendent  of  Public 
Schools  will  be  excused  from  all  of  the  above  elementary  subjects. 

For  Five-year  State  Certificate  the  additional  requirements 
are  six  subjects,  to  be  selected  by  the  applicant  from  the  following 
groups  of  subjects,  one  from  each  of  the  first  four  groups  and  two 
from  group  V. 

Group  I. — Ancient  History,  Mediaeval  and  Modern  History, 
English  History  and  Government,  American  History  and  Govern- 
ment,  Economics,  and  Sociology. 

Group  II.— Rhetoric,  History  of  English  and  American  Liter- 
ature, History  of  English  Language  or  principles  of  the  English 
Language,  Latin,  (Caesar  and  Cicero),  German  (two  years). 

Group  III. — Botany,  Zoology,  Physical  Geography,  Advanced 
Agriculture. 

Group  IV. — Physics,  Chemistry,  College  Algebra,  Plane  Ge- 
ometry,  Solid   Geometry  and   Trigonometry. 

Group  V. — Primary  Teaching  and  Kindergarten,  Elementary 
Course  of  Study  (including  organization  of  subject-matter  and 
methods  of  teaching),  Missouri  School  System  and  Laws  (in- 
cluding the  History  of  Education  in  Missouri),  Supervision  and 
Administration,  the  two  current  Reading  Circle  Books,  and  Ele- 
mentary Psychology. 

For  High  School  Graduates. — Applicants  who  are  holders  of 
a  first  grade  certificate  and  who  are  also  graduates  of  a  first  class 
high  school  or  of  a  preparatory  school,  whose  graduates  are  ad- 
mitted without  condition  to  the  Colleges  having  membership  in 
the  "Missouri  College  Union,"  will  be  excused  from  two  of  the 
first  four  groups.  The  applicant  chooses  the  groups  from  which 
he  wishes  to  be  excused. 


APPENDIX.  311 

For  Life  Certificate. — Forty  months  successful  experience  as  a 
teacher  or  superintendent,  all  the  requirements  named  for  a  five- 
year  State  certificate,  and  an  examination  in  one  subject  in  English 
not  taken  for  a  five-year  certificate,  in  Educational  Psychology,  in 
History  of  Education  and  one  of  the  following  requirements: 

(i)  Special  in  History:  All  of  Group  I,  History  of  English 
Language,  and  History  of  English  and  American  Literature. 

(2)  Special  in  Language:  English  History,  Rhetoric,  His- 
tory of  English  Language,  History  of  English  and  American  Lit- 
erature, and  either  four  years  of  Latin,  or  four  years  of  German. 

(3)  Special  in  Science:  All  of  Group  III,  Advanced  Physics, 
Chemistry  and  Advanced  Biology. 

(4)  Special  in  Mathematics:  Physics,  College  Algebra,  Plane 
Geometry,  Trigonometry  and  Solid  Geometry,  Analytical  Geome- 
try, and  Calculus. 

(5)  Special  Professional:  Five  of  the  following  not  taken 
for  five-year  certificate — Primary  Teaching  and  Kindergarten, 
Elementary  Course  of  Study  (including  organization  of  subject- 
matter  and  methods  of  teaching),  Missouri  School  System  and 
Laws  (including  the  History  of  Education  in  Missouri),  School 
Supervision  and  Administration,  the  two  current  Reading  Circle 
Books,  Elementary  Psychology,  High  School  Teaching  (including 
course  of  sudy,  methods  and  problems).  Philosophy  of  Education, 
Manual  Training,  Music,  Drawing,  Domestic  Economy,  and  Physi- 
cal Culture  and  Expression. 

Grades  in  the  last  five  will  be  based  one-half  on  the  written 
test  and  one-half  on  other  evidences  of  proficiency  in  the  study 
and  the  teaching  of  the  subjects.  These  evidences  of  proficiency 
may  be  filed  with  the  examiner  at  the  time  of  the  examination  or  sent 
to  the  State  Superintendent  within  ten  days  after  the  date  of  ex- 
amination. 

For  College  Graduates:  A  person  holding  a  diploma  of  grad- 
uation from  an  institution  having  membership  in  the  "Missouri 
College  Union,"  or  from  an  institution  of  equal  rank  in  another 
state,  or  from  a  special  professional  school  of  high  rank  that  pre- 
pares teachers  of  music,  drawing,  manual  training,  domestic  econo- 
my or  physical  culture  and  expression,  may  receive  a  five-year  cer- 
tificate after  an  experience  of  twelve  months  by  passing  in  peda- 
gogy, psychology,  and  four  of  the  elementary  subjects  to  be  se- 


312  HISTORY  OF  EDUCATION. 

lected  by  the  examiner.  After  forty  months'  experience  this  may 
become  a  life  certificate  by  passing  in  Missouri  School  System,  and 
History  of  Education. 

There  are  no  examination  fees. 

All  applicants  having  previous  credits  should  bring  evidence 
of  those  credits  with  them. 

WM.  P.  EVANS, 
State  Superintendent  of  Public  Schools. 


INDEX. 


A 

Page. 

Academy 3,  6,  49-55 

Accrediting,    H.    S 55-59 

Agitation  for  Normals 91-99 

Aid  to  Weak  Districts 35 

Annual  School  Meeting 22-24 

Approved  Rural  Schools 36-38 

Appropriations 45 

Arbor  Day    29 

Area,   Administrative    289 

Architect,  State 291 

Articulation  Agreement 150 

Associations: 

Aid 229 

Annuity   229 

County  Teachers' 287 

District 284-285 

State  Teachers'    243-288 

B 

Bank  of  Missouri 39 

Baldwin 97,  107,  246,  260,  261,  267 

Black 159,  217,  274,  277,  280 

Blewett 230,  282 

Blind,   School  for 140-143 

Bibliography 292 

Board   of  Directors 20-22 

Bridgeton   Academy    61-52 

Buchanan,  G.  V 275,  281 

Buchanan,  J.  T 269 

Butler 276 

C 

Cape    Girardeau   Normal 112-115 

Carrlngton 31-34.  115,  117,  159,  268,  269,  281 

Certification  of  Teachers 18-19,  32,  133,  161-163 

Certificates   of   Indebtedness 41 

Central  College  183-188 

Central  High  School 88 


II  INDEX. 

Page. 

Chaplin 159,   202 

City  Systems    219-243 

Constitutions 6,   17,   26,   46,  174,  175-176 

County  Superintendent 18,   23,   128-134,   287-288 

County    School   Commissioner 24,  29 

Coleman 28-30,    265,    267.    269 

Committee  of  Nine 31,  153-159,  274 

County  Board  of  Education 32 

Compulsory   Attendance    33 

County  Text-Book  Commission 34,  127-128 

Consolidation  of  Funds 42 

County   Funds    44-45 

Committee  of  Ten 59 

College  Union   59,  149-218 

Commission,   Educational    272 

Consolidation  of  Schools 32,  34,  62-63 


Davis 77-79 

Deaf,  School  for 135-139 

Dearmont 115,  281 

Divoll 19,  230,  247.  250,  255,  257.  259 

Distribution   of   Funds 39-40 

Dobson   268,  270 

Drury  College    203-207 

Dutcher 264,  270 

E 

Eads   40 

Elementary  Schools 1-49 

Elliff   . 242,  282 

Evening  Schools 228,  229 

Ewing 75-76 


Feeble-Minded,  Colony  for 147-148 

First  School    2 

Finances,   of   Elementary   Schools 38-48 

Free   Text-Books    226 

G 

Gass 34-38 

Geyer  Act 2,  171-172 

Governess 4 

Greenwood 98,  103.  233.  234,  236,  261,  262,  263,  266,  268,277 

Greenwood  Club   23$ 


INDEX.  Ill 


H 

Page. 

Harris 230,   250,   255,   257,   258,  261 

Hawkins 112,   271,   279,   281,  282 

Henry   77 

Hendrix   186 

Hill 183 

High  Schools 55-73,   223,   227,  233,  240 

High   Schools: 

Classified    71-73 

Inspection   of 33,   59,   68-73 

Growth    of    67,68 

Course  of  Study 58,  64-66,  72-73 

Support    of    73 

I 

Institutes,  Teachers 30,  31,  32,  244,  251-252,  285-287 

Industrial  Home  for  Girls 145-147 

Industrial  Home  for  Colored  Girls 148 

Inspection  of  Schools 36-38,  68-75,  134,  160 

Inspection,  Medical    291 

Industrial   Education 290 

J 

Jefferson 2 

Jesse 151,  159,  183,  277,  279 

Journal,  School    244,  247,   248 

Jordan,   D.   S 283 

II 

Kansas  City 65,   66,   231-237 

Kirk 30-31,   159,   271,  273,  276,  281 

Kirksville  Normal   102-107 

L. 

Laws 60,  86,  183,  195,  255,  267,  269,  270 

Libraries    31 

Lincoln   Institute    119-122 

Longan 239,  268 

Luckey 275,  i,';6,   277.  279,  2S0 

jM 

Mann 275 

Martin 75 

Martin,   W.    H 275 


IV  INDEX. 

Page. 

Manual    Training    31 

Maryville    Normal    118-119 

Memorial  for  Normals 79-86 

Minor 74-75 

Military  Academies    63-54 

Missouri   Valley   College 215-218 

Monteith 25 

N 

Nature    Study    31 

New    England    Influence 1 

Neely 99,  239,  242,  258 

Normal    Diploma    29 

Normals    Established    260 

Normals,   Private    97-99 

Normal  Schools 25,  74-122,  244,  246-247 

O 

Osborne Ill,    159,    260,    262,    263,    266 

O'Fallon  Institute    196 

P 

Parker 91,  97,  258,  259 

Parker  Laws   17,  285 

Parochial    Schools    4 

Park    College    207-212 

Pennell 246,    250,    256 

R 

Reading  Circle    29 

Revision    of   1874 19 

S 

Saline  Act 9 

School  Board  Conventions 24,  29 

Schools  for  Colored  Children 26 

School  Houses    47-48 

School  Funds   38 

School  of  Science  and  Pedagogy 266-267 

School    Board    Association 277 

Secondary  Schools 49-73,   154-159,   2S9-290 

Seminaries,  Female   52-53 

Shannon    27-28,    262,   264,   266 

Shaw  School  of  Botany 199 

Sixteenth  Section   7,  44 

Society   of   Pedagogy 229 


INDEX.  V 

Page. 

Soldan 224.  230,  264 

Southern    Influence    1 

Special  Schools    135-148 

Spring-field   Normal    115-118 

St.    Joseph 65,    237-242 

St.   Louis 6,    63-64,    219-231 

St.  Louis  University 164-170 

Starke 14,   79-90,   250,   253 

State  University   170-183 

State  Board   of   Education 123-124 

State    Training   School 30,  272 

State  Uniformity   of  Text-Books 30 

State  Superintendent  of  Schools 10,  17,  60,  124-127 

Subscriber    Schools    3 

Supervision   of  Schools 27,    123-134 

Swallow    246,   252 

T 

Tarkio    College    212-215 

Taxation,  Local 45-46 

Teachers'  Associations      243-288 

Teachers'    College 224 

Teachers'   Salaries    226-228 

Term    of    Schools 26,34 

Territorial   Acts    5-6 

Text-Books    11-16,    30 

Tharpe 237,    273,    274,    276 

Tobacco   Warehouse    40 

Township    Funds    43-44 

Township  Organization   7,  10,  18 

Tracy 246,  247,   250,  253 

Training  School  for  Boys 143-145 

V 
Virginia  University 173,  190,  193 

W 

Warrensburg  Normal   10  7-112 

Washington   University 195-203 

Westminster   College    192-195 

White,  J.  M 273,  274 

White,   J.    U 281 

Whiteford 242,   275,   282 

William  Jewell  College 188-192 

Wolfe 30,  269,  270,  284 

Woodward 259,    262,    264 


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